LIBRARY OF CONGRESS. 



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UNITED STATES OF AMERICA. 



PRACTICAL LESSONS 



USE OF ENGLISH 






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GRAMMAR SCHOOLS. 



Bvyr 

MARY F;HYDE 



TEACHER OF COMPOSITION IN STATE NORMAL 
SCHOOL, ALBANY, N.Y. 



:ay 31 . r 



BOSTON : 

D. C. HEATH & COMPANY. 

1888. 






Copyright, 1888, 
By MARY F. HYDE. 



J. S. Cushing & Co., Printers, Boston. 



PREFACE. 



PUPILS whose school-life ends with the common school or 
the grammar school should receive such training in those 
schools as will best fit them for every-day life. Pupils who 
are to receive a more extended course of instruction should 
have a good foundation laid for future work. The following 
lessons in language have been planned with reference to the 
future needs of both classes. 

Careful attention should be given to the language used by 
the pupil in all recitations — every lesson, in fact, should be a 
language lesson. But special training must also be given upon' 
certain points. 

Throughout this work the aim is to lead the pupil to see 
for himself — to cultivate his powers of observation at every 
step. 

From the first, the learner's attention is directed to the 
use of language as the expression of thought. His study is not 
confined to detached sentences. Selections from some of the 
best writers are introduced, that, from the study of these selec- 
tions, he may learn certain facts about the English language, 
and at the same time form a taste for good literature. Many 
of the lessons are designed to awaken a love of nature or to 
deepen some moral impression. 



iv PREFACE. 

Each new topic is brought out by means of oral instruction. 
This is followed by a written exercise, aiding the pupils to 
remember the facts learned, and also training them to habits 
of independent work. 

In every lesson, a definite task is laid out for the pupil. 
As the child remembers best that which interests him most, 
care has been taken to bring each exercise as near as possible 
to the child's own experience. 

The reasons why certain forms are right and others wrong 
are, for the most part, omitted. The aim is to lead the pupil 
to use habitually the right expression. 

Incorrect forms for correction are not given. It is believed 
that incorrect forms should not be placed before children. 
The child is led to avoid common errors by being trained from 
the first to use the correct forms. 

While nearly every lesson is a lesson in oral or in written 
composition, or in both, special lessons in composition are 
also given. In these lessons, the pupil is led to see clearly, 
before he is required to express his thoughts in writing. 

Special attention is given to letter-writing and to business 
forms. Care has been taken to make this part of the work 
practical. 

. Thanks are returned to all who have aided, by suggestion, in 
the preparation of this work, and to the several publishers who 
have kindly permitted selections from their publications to be 
used. Particular acknowledgments are offered to Messrs. Hough- 
ton, Mifflin, & Co. for permission, by special arrangement, to use 
selections from the works of Longfellow, Whittier, and Lucy 
Larcom. 

M. F. H. 

Albany, N.Y., April, 1888. 



SUGGESTIONS TO TEACHERS. 



IT is not expected that the exact amount of work laid out in 
each lesson will be all that is required for every class. 
Such additional exercises should be given as the needs of the 
class may demand. Much of the work, particularly in composi- 
tion, is meant to be suggestive merely. All school studies 
afford material for good work in composition. Whatever the 
pupil is interested in, whether it be a topic connected with his 
reading, geography, history, or some other lesson, will afford 
him a good subject for composition. Topics of local or of 
general interest will have a new meaning to the pupil if he 
writes about them. 

Never ask a pupil to express a thought in writing until he 
sees clearly what he is trying to express. If one is trained 
from the first to express only those thoughts which are clearly 
seen, he will acquire greater accuracy of expression. 

In dictation exercises, read each sentence slowly once, then 
require the class to write. Pupils must be trained not only to 
write correctly, but also to hear correctly. 

Require all written work to be carefully done. Accept 
nothing but the pupil's best work. 

The sentences in large type are to be used in developing the 
various subjects. The pupil should read these sentences from 



SUGGESTIONS TO TEACHERS. 



the book, and should answer orally such questions on them as 
may be asked. The questions in smaller type are for the use of 
the teacher, but they should not be followed too closely. The 
teacher should add such questions of her own as may be needed 
to make the subject clear. After the pupil has been led, by 
means of questions, to see the truth presented, he should, with- 
out assistance, write the exercise which follows. 



CONTENTS. 



PART THIRD. 

Lesson Page 

I. Kinds of Sentences i 

II. Subject and Predicate 3 

III. Nouns 6 

IV. When to Use Capital Letters ^8 

V. Dictation Exercise 10 

VI. Words Derived from Proper Names . . . . n 

VII. Study of Selection . . . . . . . 13 

VIII. Study of Selection. — Continued 16 

IX. Composition 19 

X. Review . . 20 

XI. Pronouns 22 

XII. Adjectives 23 

XIII. Choice of Adjectives 25 

XIV. Comparison 26 

XV. The Paragraph ......... 29 

XVI. Composition 31 

XVII. Review 32 

XVIII. Verbs 34 

XIX. Transitive and Intransitive Verbs .... 36 

XX. Active and Passive Forms 37 

XXI. Adjectives that Complete Predicates .... 39 

XXII. Nouns that Complete Predicates . . . . 40 



CONTENTS. 



Lesson Page 

XXIII. Composition 41 

XXIV. Study of Selection 44 

XXV. Review 46 

XXVI. Adverbs 47 

XXVII. Negatives 49 

XXVIII. Position of Modifiers 51 

XXIX. When to Use Adjectives 52 

XXX. The Comma 54 

XXXI. Review 56 

XXXII. Study of a Description 57 

XXXIII. Composition 

XXXIV. Composition ........ 60 

XXXV. Prepositions 63 

XXXVI. Choice of Prepositions 64 

XXXVII. Conjunctions 66 

XXXVIII. Interjections 68 

XXXIX. Simple and Compound Sentences . ... 69 

XL. General Review 71 

XLI. Singular and Plural Forms of Nouns ... 74 

XLII. Possessive Forms of Nouns . . . . . 75 

XLIII. Compound Possessives 77 

XLIV. Masculine and Feminine Nouns .... 78 

XLV. Composition ....... 80 

XLVI. Personal Pronouns 81 

XLVII. Gender Forms of Pronouns 83 

XLVIII. Nominative Forms of Pronouns .... 85 

XLIX. Objective Forms of Pronouns . . . . 86 

L. Possessive Forms of Pronouns . . . . 87 

LI. Adjective Pronouns 89 

LII. Review 91 



CONTENTS. 



Lesson Page 

LIIL Study of Selection 93 

LIV. Composition 97 

LV. Singular and Plural Forms of Verbs ... 98 

LVI. Time Expressed by Verbs 100 

LVII. Regular and Irregular Verbs 102 

LVIII. Participles .103 

LIX. Composition . . . . . . . .106 

LX. Forms of Write . . ~"~ . . . . .108 

LXI. Blow; Do; Come; See . . . . .111 

LXII. Break; Go; Hear; Know 112 

LXIII. Forms of Verbs 114 

LXIV. Forms of Verbs 116 

LXV. Study of Selection 11S 

LXVI. Composition . . . . . . . .121 

LXVII. Lay and Lie 122 

LXVIII. Sit and Set .123 

LXIX. Shall and Will .126 

LXX. Shall and Will 127 

LXXI. Should vdA Would 129 

LXXII. Learn and Teach .130 

LXXIII. May and Can 131 

LXXIV. Think; Guess; Expect 132 

LXXV. Stop and Stay 133 

LXXVI. Love and Like 134 

LXXVII. Review i 35 

LXXVIII. Composition 136 

LXXIX. Manner of Asserting 137 

LXXX. The Infinitive I39 

LXXXI. Phrases 140 

LXXXII. Study of Selection . . . . . .142 



CONTENTS. 



Lesson p AGE 

LXXXIII. Composition 144 

LXXXIV. Clauses i 45 

LXXXV. Relative Pronouns 146 

LXXXVI. Forms of Who i 47 

LXXXVII. Interrogative Pronouns 149 

LXXXVIII. Review 151 

LXXXIX. Composition 153 

XC. Study of Selection 153 

XCI. Explanatory Expressions 156 

XCII. Intermediate Expressions 157 

XCIII. Transposed Expressions 158 

XCIV. Quotation Marks 160 

XCV. Indirect Quotations 161 

XCVI. Study of Selection 163 

XCVII. Study of Selection. — Continued . . . .167 

XCVIII. Composition 170 

XCIX. Dictation Exercises 171 

C. Analysis of Sentences 172 

CI. Study of Selection 1 74 

CII. Review 179 

Rules for Capital Letters 180 

Rules for Marks of Punctuation . . . .181 

Rules for Plurals 184 

Rules for Possessives 185 



CONTENTS. 



PART FOURTH. 

Lesson 

I. The Parts of a Letter 

II. The Heading . 

III. The Salutation . 

IV. The Conclusion 
V. The Address 

VI. The Body of a Letter 

VII. The Superscription 

VIII. A Business Letter 

IX. Letters Ordering Periodicals 

X. Change of Address 

XL Letters Ordering Books 

XII. Miscellaneous Orders 

XIII. Miscellaneous Applications 

XIV. Bills .... 
XV. Bills . 

XVI. Receipts . 

XVII. Advertisements for Articles Lost 

XVIII. Advertisements for Articles Found 

XIX. Advertisements for Help 

XX. Advertisements for Situations 

XXI. Notices of Public Meetings 

XXII. Telegraphic Despatches 

XXIII. Invitations 

List of Abbreviations 



Part Third. 



lesson I. 

KINDS OF SENTENCES. 

i. The door is locked. 

2. Ring the bell. 

3. Did you read the letter ? 

4. How beautiful this poem is ! 

How many thoughts are expressed above? 

A complete thought expressed in words is called a sentence. 

State the use of each sentence above — tell what it does. 

A sentence that states or declares something is called a declarative 
sentence. 

A sentence that expresses a command or a request is called an 
imperative sentence. 

A sentence that asks a question is called an interrogative sen- 
tence. 

A sentence that expresses sudden or strong feeling is called an 
exclamatory sentence. 



LESSONS IN ENGLISH. 



Tell how each of the following sentences is used, and what it is 
called : — 

i. The river has a steep bank. 

2. How clear the water is ! 

3. Can you row a boat? 

4. Fasten the boat to the wharf. 

5. The carriage has two seats. 

6. Look at this plant. 

7. How fragrant the leaves are! 

8. Please close the blinds. 

9. He has sold the horse. 

10. What a sweet voice the child has! 

With what kind of letter does each sentence begin? 

What mark is placed after each declarative sentence? After each 
imperative sentence? What mark is placed after each interrogative 
sentence? What mark is placed after each exclamatory sentence? 

Every sentence should begin with a capital letter. 

A period should be placed at the close of a declarative 
or of an imperative sentence. 

An interrogation point should be placed at the close of 
an interrogative sentence. 

An exclamation point should be placed at the close of 
an exclamatory sentence. 

WRITTEN EXERCISE. 

Write a declarative sentence, an interrogative sentence, an 
imperative sentence, and an exclamatory sentence, about each of 
the following : — 

horse, cars, flower, 

rain, clouds, window. 



SUBJECT AND PREDICATE. 



LESSON II. 

SUBJECT AND PREDICATE. 

1. Robert walked to the station. 

2. The violet blossoms in the spring. 

3. The sun will set soon. 

Tell what each sentence is about, and what is said about the thing 
spoken of. 

How many parts has each sentence? What does one part show? 
What does the other part tell? 

The part of a sentence that shows what is spoken of is called the 
subject. 

The part of a sentence that tells something about the thing spoken 
of is called the predicate. 

Name the subject and the predicate in each of the sentences above. 

WRITTEN EXERCISES. 



Copy the following sentences, and name the subject and the 
predicate in each. Re-arrange the words, if necessary, to show 
the usual declarative form : — 

1. Some plants are used for food. 

2. Yonder stands the tree. 

3. Our train was ten minutes late. 

4. The bodies of insects are divided into three parts. 

5. My cousin lives in Baltimore. 

6. Down came the balloon. 



LESSONS IN ENGLISH. 



7. These baskets were made in Japan. 

8. One picture had an oak frame. 

9. George walked to the city. 
10. The sun will melt the snow. 

Model. — Some plants are used for food. 

Some plants is the subject; are used for food is the predicate. 

11. 

Copy the following sentences, and tell what the subject and 
the predicate is, in each : — 

Note. — First arrange the words in the form of a declarative sentence, and then 
divide the sentence into subject and predicate. 

1. Are the cherries ripe? 

2. When will school close? 

3. Where do pine-apples grow ? 

4. Are we all here ? 

5. Did the boy find his hat? 

6. Can you drive the horse ? 

7. Has the key been found ? 

8. Was the letter an important one ? 

Model.— Are the cherries ripe? 
The cherries is the subject ; are ripe is the predicate. 

in. 

Supply the subjects which are understood in the following sen- 
tences, and then name the subject and the predicate in each : — 

Note. — The subject of an imperative sentence is usually you. It is generally 
not expressed. When the subject is expressed it is placed after the verb. 



SUBJECT AND PREDICATE. 



Close the door softly. 

Hear the birds sing. 

Tell me what you saw. 

Enter not into the path of the wicked. 

Set the tree in this corner. 

Look at the shadows on the hillside. 

Praise ye the Lord. 

Honor thy father and thy mother. 



Model. — Close the door softly. 
You, understood, is the subject ; close the door softly is the predicate. 



IV. 

Copy these sentences, and name the subject and the predicate in 
each : — 

Note. — Arrange the words in the form of a declarative sentence, and then divide 
the sentence into subject and predicate. 



How slowly the boat moves ! 

What a long journey we must take! 

How tame the swallows are! 

What a strong arm the blacksmith has ! 

What a delightful shower we are having ! 

How fresh the air seems ! 

How the bird enjoys its bath! 

What an excellent likeness this is! 



Model. — How slowly the boat moves ! 
The boat is the subject ; moves how slowly is the predicate. 



LESSONS IN ENGLISH. 



LESSON III. 



Mention four names of persons ; as, Clara, Robert. 

Name three places ; as, Chicago, Mexico. 

Give the names of five things that you see ; of five that you can hear ; 
of five that you can touch. 

Name three different parts of a bird ; three parts of a fish. 

Mention three different materials used in making clothing ; three ma- 
terials used in building houses. 

Give the name of an action ; as, seating, walking. 

Give the name of a quality ; as, kindness, honesty. 

Mention three words that name collections of persons or things ; as, 
army, swarm. 

A word used as a name is called a noun. 

Mention the nouns in the following sentences, and tell what each is 
the name of : — 

i. Ralph locked the door. 

2. Gas gives a bright light. 

3. The basket was filled with peaches. 

4. Walking is a healthy exercise. 

5. The wind blew the chimney down. 

6. Her dress was made of silk. 

7. Gold and silver are found in Nevada. 

8. The congregation was dismissed. 

9. The household were aroused by the barking of a dog. 
10. Kindness wins friends. 



NOUNS. 



PROPER AND COMM.ON NOUNS. 

i. Benjamin Franklin was once a printer. 

2. This is the oldest church in the city. 

3. We shall attend Trinity Church. 

4. San Francisco is noted for its beautiful harbor. 

In the first sentence, find a name applying to all men who follow a 
certain occupation. Find the name of an individual. 

What is church the name of? What is city the name of? Find the 
name of a special city. What special church is mentioned ? 

A name that belongs to an individual person or thing is called a 
proper noun ; as, — 

Herbert, London, Vassar College. 

A name that applies to every one of a class of persons or things is 
called a common noun ; as, — 

boy, city, college. 

A proper noun should begin with a capital letter. 

Note. — When a proper noun is made up of two or more words, each word should 
generally begin with a capital letter. 

WRITTEN EXERCISE. 

Copy these sentences, and draw lines under the words that 
name special persons or tilings : — 

i. Oranges grow in Florida. 

2. Edward is learning to play the flute. 

3. Uncle Robert has gone to Europe. 

4. Umbrellas were introduced into England from China. 

5. We walked through Central Park. 



LESSONS IN ENGLISH. 



6. Yellowstone Park contains some of the most wonderful 
geysers in the world. 

7. Our friends are staying at the Holland House. 

8. The concert was held in Steinway Hall. 

9. Lake George is noted for its beautiful scenery. 



LESSON IV. 

WHEN TO USE CAPITAL LETTERS. 



Tell which words in the following sentences are used as titles, and 
point out each title that is applied to an individual : — 

1. The boy was welcomed by aunts, uncles, and cousins. 

2. He stood by Uncle William. 

3. The fathers and the mothers of the children were in- 
vited. 

4. Here are your slippers, Father. 

5. Senator Brown made a speech. 

6. Two generals were on the train. 

7. General Warren died at the battle of Bunker Hill. 

8. The Governor of Vermont signed the bill. 

9. The Pope lives at Rome. 

10. The eldest son of Queen Victoria is called the Prince 
of Wales. 



"WHEN TO USE CAPITAL LETTERS. 



When a title is applied to an individual, or when it is 
used as part of a name, it should begin with a capital 
letter ; as, — 

The Mayor of Chicago, President Lincoln, Aunt Mildred. 



i. The Republicans held a meeting last evening. 

2. Mr. Brown is a Baptist. 

3. Congress meets the first Monday in December. 

What is Republicans the name of? What is Baptist the name of? 
What is Congress the name of? 

Begin with a capital letter the name of a religious sect, 
of a political party, or of any special body of men; as, — 

Presbyterian, De?nocrat, Congress. 



Find in these sentences the name of a document of special impor- 
tance, the name of an important event, and the title of a book : — 

1. The law is contrary to the Constitution of the United 
States. 

2. The first battle of the Revolution was fought at Bunker 
Hill. 

3. Have you read "Tom Brown's School Days at Rugby" ? 

Begin with capital letters words naming particular things 
or events of special importance ; as, — 

The Declaration of Independence, The Revolution. 



10 LESSONS IN ENGLISH. 

Begin with capital letters the important words in the title 

of a book, of a newspaper, or of any other composition ; 

as, — 

Robinson Crusoe, Harper's Young People, 

My Trip to the Mountains. 

IV. 

Mention in the following any name or title of God : — 
i. The Lord is my shepherd. 
2. Remember now thy Creator in the days of thy youth. 

Begin with a capital letter any name or title of God ; as,— 

Lord, Creator, Father. the Supreme Being. 

Tell where capital letters are used in the following stanza : — 
" All things bright and beautiful, 
All creatures great and small, 
All things wise and wonderful, 
The Lord God made them all." 
Begin with a capital letter every line of poetry. 



WRITTEN EXERCISE. 



Copy all the numbered sentences in this lesson, and tell why 
each capital letter is used. 



LESSON V. 
DICTATION EXERCISE. 



1. Alice is reading " Little Women." 

2. All the Democrats voted against the bill. 



WORDS DERIVED FROM PROPER NAMES. 11 

3. The Natural Bridge is in Virginia. 

4. The meeting was opened by Mayor Green. 

5. We shall attend Grace Church. 

6. How did you spend New Year's Day ? 

7. The President gave a public reception at the White House 
last Wednesday. 

8. Why is the Declaration of Independence sometimes read 
on the Fourth of July ? 

9. The Pilgrims landed at Plymouth in December, 1620. 

10. Howe'er it be, it seems to me, 

'Tis only noble to be good. 
Kind hearts are more than coronets, 
And simple faith than Norman blood. 

Tennyson. 



LESSON VI. 

WORDS DERIVED FROM PROPER NAMES. 

Read the following sentences, and give the meaning of each word 
printed in Italics : — 

1. We speak the English language. 

2. He works in a Chinese laundry. 

3. The woman bought a Japanese fan. 

4. The American flag is respected abroad. 

5. These table-cloths are made of Irish linen. 

6. Have you ever seen a Mexican pony ? 

7. The Canadian winters are enlivened by many outdoor 
sports. 



12 



LESSONS IN ENGLISH. 



8. The German band will play at the exercises. 

9. Robert Burns was a Scottish poet. 

10. Do not be too quick to follow French fashions. 

The words in Italics are derived from proper names. With what 
kind of letter does each of those words begin? 

Begin with a capital letter every word derived from a 
proper name. 

WRITTEN EXERCISES. 



Use each of these words in a sentence : 



glish, 


Mexican, 


Italian, 


German, 


issian, 


French, 


Irish, 


African, 


man, 


Norwegian, 


British, 


Chinese. 



DICTATION EXERCISE. 

He bought a Swiss watch. 

Who wrote " The Barefoot Boy " ? 

The English sparrow is not a general favorite. 

The schools were closed on Decoration Day. 

Columbus made four voyages to the New World. 

Who is your French teacher ? 

The Russian winter is long and cold. 

Horses were introduced into Mexico by the Spaniards. 



STUDY OF SELECTION. 13 

LESSON VII. 

STUDY OF SELECTION. 
LITTLE BELL. 



Piped the Blackbird, on the beechwood spray, 
" Pretty maid, slow wandering this way, 

What's your name ? " quoth he. 
" What's your name ? Oh, stop and straight unfold, 
Pretty maid, with showery curls of gold." 

" Little Bell," said she. 



Little Bell sat down beneath the rocks, 
Tossed aside her gleaming, golden lock 

" Bonny bird ! " quoth she, 
" Sing me your best song, before I go.' 
" Here's the very finest song I know, 

Little Bell," said he. 



And the Blackbird piped — you never heard 
Half so gay a song from any bird ; 

Full of quips and wiles, 
Now so round and rich, now soft and slow, 
All for love of that sweet face below, 

Dimpled o'er with smiles. 



LESSONS IN ENGLISH. 



And the while that bonny bird did pour 
His full heart out, freely, o'er and o'er, 

'Neath the morning skies, 
In the little childish heart below 
All the sweetness seemed to grow and grow, 
And shine forth in happy overflow 

From the brown, bright eyes. 



Down the dell she tripped, and through the glade — 
Peeped the squirrel from the hazel-shade, 

And from out the tree 
Swung and leaped and frolicked, void of fear, 
While bold Blackbird piped, that all might hear, 

"Little Bell !" piped he. 

Read the first stanza. What is this stanza about? Where was the 
blackbird? Whom did he address? What did he say? What reply 
did the little girl make ? Describe Little Bell. What is the meaning of 
piped? Of spray? Of quoth? Of unfold? What are the marks 
called that enclose the words Little Bell? Why are they used? 

Read the second stanza. What was the first thing that Little Bell 
did ? What the second thing ? What is meant by golden locks ? Why- 
are they said to be gleaming ? What did Little Bell ask the bird to 
do? What reply did he make? What is the meaning of bonny ? 

What does the third stanza tell? Mention the words that describe 
the blackbird's song. What is the meaning of the third line ? Why did 
the blackbird sing so sweetly? 



STUDY OF SELECTION. 15 

Read the fourth stanza. What was the effect of the bird's singing ? 
Why is the apostrophe used in the second line ? In the third line ? 

Read the fifth stanza. How many statements are made in the first 
line ? What is the difference between a dell and a glade ? What is the 
second line about? Change the order of the words, placing the subject 
of the sentence first. Would looked express the meaning as well as 
peeped? Why not? What else did the squirrel do? Give in your own 
words the meaning of the third and fourth lines. What do the last two 
lines tell? 

WRITTEN EXERCISES. 
I. 

Re-arrange the words in the follozving sentences, placing the 
subjects of the sentences first : — 

1. Piped the blackbird, on the beech wood spray. 

2. Down the dell she tripped, and through the glade. 

3. Peeped the squirrel from the hazel-shade. 

4. From out the tree swung and leaped and frolicked the 
squirrel. 

5. "Little Bell!" piped he. 

11. 

Copy the follozving, writing the contracted words in full ' : — 

1. What's your name? 

2. Here's the very finest song I know. 

3. Her face was dimpled o'er with smiles. 

4. That bonny bird did pour 

His full heart out, freely, o'er and o'er, 
'Neath the morning skies. 



16 LESSONS IN ENGLISH. 



Copy the following, and draw one line under the subject and 
two lines wider the predicate, in each sentence : — 

i. Little Bell sat down beneath the rocks. 

2. She tossed aside her golden locks. 

3. Sing me your best song. 

4. What is your name ? 

5. "Little Bell," said she. 

6. That bonny bird did pour his full heart out. 

7. You never heard half so gay a song. 

8. The sweetness shone forth from the brown, bright eyes. 

9. Down the dell she tripped. 

10. Peeped the squirrel from the hazel-shade. 



LESSON VIII. 

STUDY OF SELECTION. 

LITTLE BELL. — Continued. 

VI. 

Little Bell sat down amid the fern : 

" Squirrel, Squirrel ! to your task return ! 

Bring me nuts ! " quoth she. 
Up, away ! the frisky Squirrel hies, 
Golden wood-lights glancing in his eyes, 

And adown the tree, 



STUDY OF SELECTION. 



Great ripe nuts, kissed brown by July sun, 
In the little lap drop, one by one — 
Hark ! how Blackbird pipes, to see the fun ! 
"Happy Bell ! " pipes he. 

VII. 

Little Bell looked up and down the glade : 
" Squirrel, Squirrel, from the nut-tree shade, 
Bonny Blackbird, if you're not afraid, 

Come and share with me ! " 
Down came Squirrel, eager for his fare, 
Down came bonny Blackbird, I declare ; 
Little Bell gave each his honest share — 

Ah ! the merry three ! 

VIII. 

And the while those frolic playmates twain 
Piped and frisked from bough to bough again, 

'Neath the morning skies, 
In the little childish heart below, 
All the sweetness seemed to grow and grow, 
And shine out in happy overflow, 

From her brown, bright eyes. 

IX. 

By her snow-white cot, at close of day, 
Knelt sweet Bell, with folded palms, to pray. 

Very calm and clear 
Rose the praying voice, to where, unseen, 
In blue heaven, an angel shape serene 

Paused awhile to hear. 



18 LESSONS IN ENGLISH. 



" What good child is this," the angel said, 
" That, with happy heart, beside her bed, 

Prays so lovingly ?" 
Low and soft, O, very low and soft, 
Crooned the Blackbird in the orchard croft, 

" Bell, dear Bell ! " crooned he. 



"Whom God's creatures love," the angel fair 
Murmured, " God doth bless with angels' care ; 

Child, thy bed shall be 
Folded safe from harm ; love, deep and kind, 
Shall watch round and leave good gifts behind, 

Little Bell, for thee." 

Thomas Westwood. 

What was said about little Bell in the last lesson ? 

Read the first stanza in this lesson. What does the first line tell? 
What did the little girl say to the squirrel ? What did the squirrel do ? 
What is the meaning of frisky ? Of hies ? What did the blackbird 
say? 

Read the next stanza. What did Little Bell say to the squirrel and the 
blackbird ? What did they do ? 

Read the eighth stanza. What is meant in the first line by the play- 
mates tivain ? Express in your own words the thought contained in this 
stanza. 

What does the next stanza tell? What is a cot? What word could 
be used instead of palms, in the second line ? 



COMPOSITION. 



19 



Read the remaining stanzas. Who heard the child praying? What 
question did the angel ask ? What answer did he receive ? What is the 
the meaning of cj-ooned? What is a croft? 

Read the angel's words in the first two lines of the last stanza. What 
is the meaning of these lines ? What promise is made the child ? Why 
was this promise given? 

WRITTEN EXERCISE. 

Use each of the following tvords in a sentence of your own: — 



spray, 


beneath, 


locks, 


tripped 


wandering, 


golden, 


dimpled, 


peepedj 


leaped, 


frisky, 


share, 


fare, 


merry, 


cot, 


palms, 


calm, 


crooned, 


orchard, 


creatures, 


harm. 



LESSON IX. 

COMPOSITION. 



Write in your own words the story of Little Bell. 

HINTS. 

Where did Little Bell go ? In what season of the year 
did she take her walk and at what time of day ? How old 
was she and how did she look ? What companions did she 
meet ? What did the three friends do ? How did the little girl 
close the day ? Who inquired about her ? What promise was 
made by the angel ? 



20 LESSONS IN ENGLISH. 

PRONOUNCING EXERCISE.* 

Pronounce : — 

[Sound a and ai in these words like a in ate.] 
patron, patriotic, plait, cambric, 

patriot, matron, chamber, Cambridge. 

[Sound a and ai in these words like a in at.] 
bade, catch, gather, barrel, 

plaid, national, tassel, sparrow. 



LESSON X. 

REVIEW. 
OKAI EXERCISE. 

What is a sentence ? Give an example. 

Name the four kinds of sentences. 

Give original examples of declarative, interrogative, imperative, and 
exclamatory sentences. 

How many parts has each sentence? What are those parts called? 

What is a noun ? Into how many classes are nouns divided ? What 
is each class called? What is the difference between a common noun 
and a proper noun ? Give an example of each. 

Tell why each capital letter is used in the following : - 

i. This chair was made by the Shakers. 
2. The tea-plant is cultivated in China. 

* To the Teacher. — Give a few minutes each day to exercises of this kind. First 
require the class to pronounce the words clearly and distinctly, in a pleasant tone of 
voice, and then call upon individual pupils for one or two words each. 



REVIEW. 21 

3. Sir Walter Scott had a great affection for animals. 

4. England is separated from France by the English Channel. 

5. The Legislature will be in session on Monday evening. 

6. The Governor has issued a Thanksgiving proclamation. 

7. Charles is reading "The Old Curiosity Shop." 

8. O Harry, see what I have found. 

9. The chimney-piece is set round with Dutch tiles, repre- 
senting scenes from Scripture. 

10. " On Alpine heights the love of God is shed ; 
He paints the morning red, 
The flowerets white and blue, 
And feeds them with his dew. 
On Alpine heights a loving Father dwells." 

WRITTEN KXEKCISE. 

1. Write a declarative sentence about spring. 

2. Write an interrogative sentence about summer, 

3. Write an imperative sentence about autumn. 

4. Write an exclamatory sentence about winter. 

5. Draw one line under the subject and two lines under the 
predicate, in each of the four sentences written. 

6. Write five rules for the use of capital letters, and illustrate 
each ivith an original example. 

7. Write from memory a stanza of poetry. 

8. Write the names of — 

three railroads, three colleges, 

two express companies, two public halls, 

three hotels, four newspapers, 

two banks, two books. 



22 LESSONS IN ENGLISH. 



LESSON XI. 

PRONOUNS. 

i. William stopped when he heard his name called. 

2. Marion looked at the plant, but she could not tell 
its name. 

3. The soldiers are marching. What short steps 
they take ! 

About whom is the first statement made ? For what word is he used ? 
For what is his used ? 

How many things are said about Marion ? Who is meant by she ? To 
what does its refer? 

How many sentences are there in the last example ? Tell what each 
sentence does. Who are meant by they ? 

Tell which words in the sentences above are used for nouns. 

A word used for a noun is called a pronoun. 

WRITTEN EXERCISES. 



Copy these sentences, and underline the pronouns : — 

i. They are building a new house. 

2. You knocked at the wrong door. 

3. He wrote a letter to his brother. 

4. We took our friends to see the painting. 

5. He is older than your son. 

6. The fishermen are mending their nets. 



ADJECTIVES. 23 

7. She laughed merrily. 

8. Do you enjoy your work? 

9. I looked for the book, but could not find it. 
10. She invited us to ride with her. 

11. 

Write sentences containing the following pronouns used as the 
subjects of sentences : — 

I, we, you, he, 

she, they, it. 



LESSON XII. 

ADJECTIVES. 

1. Alice has a warm cloak. 

2. This key will not lock the drawer. 

3. The first carriage contained four persons. 

What is the office of the word warm? Of the word this? What 
word limits the meaning of the word drawer to one particular drawer ? 
What is the office of the word first? Of the word four ? 

Which words in the sentences above are used to describe or limit the 
meanings of nouns ? 

A word that describes or limits the meaning of another word is said 
to modify that word. 

A word used to modify a noun or a pronoun is called an adjective. 

Name the adjectives in the sentences above, and tell what each 
modifies. 



24 LESSONS IN ENGLISH. 

WRITTEN EXERCISES. 

Use the following words in the statement of some fact. Make 
as many sentences as yon can think of: — 

two, four, six, ten, fifth, 

three, five, seven, first, seventh. 

Examples. — There are seven colors in the rainbow. 
July is the seventh month in the year. 



Write sentences containing the following words used as adjec- 
tives : — 

each, few, these, both, 

this, many, some, no, 

that, every, several, those. 

Example.— Each boy carried a flag. 

hi. 

Use each of the following words in a sentence, to describe 
something : — 

rolling, flying, jumping, creeping, 

burning, whistling, shining, singing. 

Example.— A rolling stone gathers no moss. 



Write sentences containing the following adjectives : — 
small, rough, sad, strong, 

heavy, smooth, pleasant, narrow, 

happy. patient, honest, industrious. 



CHOICE OF ADJECTIVES. 25 

LESSON XIII. 

CHOICE OF ADJECTIVES. 

Tell the office of each word in Italics, in the following sentences : — 

1. He has built a handsome house. 

2. The rose is a beautiful flower. 

3. What a pretty vase this is ! 

4. She is a lovely child. 

5. Here the splendid ice-palace met our view. 

6. The dress was trimmed with real lace. 

7. This peach is delicious. 

8. Look at this ugly worm. 

9. Did you have a pleasant walk ? 

10. The carpet has a bright border. 

11. The Chinese have many queer customs. 

12. He felt the awful solitude of the desert. 

Which of these words are applied to things pleasing to the sight? 

Mention three things that may be called pretty. Mention two things 
that may be called handsome. To what may the word beautiful be 
applied ? 

Find a word that is applied to something not pleasing to the sight. 

What kind of child may be called lovely? Would it be right to 
apply the word lovely to articles of food? To articles of dress? 

Which of these words implies something showy or brilliant ? Should 
we use the word splendid to describe a walk or a ride ? 

Which of the words above implies fear and reverence? May the 
word awful be applied to an article of dress ? 

What is meant by real lace ? 



26 



LESSONS IN ENGLISH. 



WRITTEN EXERCISES. 

Write sentences containing the following adjectives : — 

handsome, awful, real, bright, 

pretty, delicious, beautiful, ugly, 

lovely, pleasant, splendid, queer. 



Write sentences, using adjectives to describe the things named 
belozv. Choose such adjectives as will exactly express your 
meaning : — 



a drive, 
a procession, 
a companion, 
an accident, 
a cake, 
a pudding, 
a storm, 
a horse, 



a snake, 

a toad, 

a bonnet, 

a cloak, 

a diamond, 

a friend, 

a thunder-shower, 

a sunset. 



LESSON XIV. 

COMPARISON. 

Give the name of a tall boy in the room. Give the name of another 
tall boy.- Compare the height of the two boys. Tell what you see. 

Pupil. Clarence is taller than Frank. 



COMPARISON. 27 

Notice the heights of all the boys in your class. What would you 
say of the boy that exceeds all the others in height? 

Pupil. He is the tallest boy in the class. 

How many forms of the adjective tall have you used, to express 
different degrees of height? 

The form of an adjective that simply expresses the quality is called 
the positive ; as, tall, short. 

The form of an adjective that expresses a higher or a lower degree 
of the quality is called the comparative ; as, taller, shorter. 

The form that expresses the highest or lowest degree of the quality is 
called the superlative ; as, tallest, shortest. 

What did you add to the word tall, to show that the second boy ex- 
ceeded the first in height ? 

What was added to the word tall, to show that one boy exceeded all 
the others in height? 

Add er or r to most adjectives of one syllable, to form 
the comparative ; as, tall, taller ; wise, wiser. 

Add est or st to most adjectives of one syllable, to form 
the superlative ; as, tall, tallest; wise, wisest. 

Suppose you are speaking of two boys. You say that one is indus- 
trious, and wish to state that the second boy has more of the same 
quality than the first. What will you say about the second boy? 

What will you say about a boy that surpasses them both in industry ? 

Prefix more or less to most adjectives of more than one 
syllable, to form the comparative; as, more industrious ; less 
contented. 

Prefix most or least to most adjectives of more than one 
syllable, to form the superlative; as, most industrious ; least con- 
tented. 



28 LESSONS IN ENGLISH. 

A few adjectives of two syllables may be compared by 
adding er and est; as, — 



noble, 


nobler, 


noblest, 


narrow, 


narrower, 


narrowest, 


handsome, 


handsomer, 


handsomest. 



Some adjectives use other words to express different de- 
grees of the same quality ; as, — 



good, 


better, 


best, 


many, 


more, 


most, 


little, 


less, 


least, 


bad, 


worse, 


worst. 



Note. — These forms are called irregular; that is, they are not formed accord- 
ing to the usual rule. 

WRITTEN EXERCISES. 
I. 

Write sentences, using the following adjectives in comparing 
two things : — 

strong, cold, happy, 

sweet, beautiful, pretty, 

neat, thick, patient, 

heavy, deep, generous. 

Example.— My right arm is stronger than my left arm. 



Use the followhig in comparing different things. Remember to 
use the comparative degree when speaking of two things : — 



THE PARAGRAPH. 29 

larger, neatest, 

taller, worst, 

harder, best, 

swifter, most faithful, 

more industrious, most beautiful, 

more plentiful, least desirable, 

more graceful, most useful. 

Examples.— Walter is taller than Henry. 

Walter is the best penman in his class. 



LESSON XV. 

THE PARAGRAPH. 

THE BUSY BEE. 

Let us watch the bees as they pass to and fro from their hive. 

First of all we see some half-dozen around the door. They 
are there to warn off* intruders. If we approach too near the 
front of the hive, one of these sentries will dash forward with 
an angry buzz ; and, if we do not wisely take the hint, the brave 
little soldier will soon return with help from the guard-room to 
enforce the command. 

There are three substances required in the hive, — pollen, or 
bee-bread, the food of the young bees ; wax to make the combs ; 
and honey for the support of the community. The bees that 
are passing and repassing the sentries are not all laden alike. 
Some of them have little yellow or red tufts on their legs, others 
have none. But all that return are laden. Those with tufts on 



30 LESSONS IN ENGLISH. 

their legs have been collecting pollen from flowers. The honey- 
gatherers and the wax-gatherers carry their stores in their 
throats. 

To understand how the pollen is carried, we should examine 
a bee's hind leg with a miscroscope. The upper joint is flat- 
tened, and its edges are surrounded with stiff hairs, which form 
a sort of basket. When the bee enters a flower, it takes a 
plunge into the pollen. The pollen is brushed down into the 
little basket, till a good-sized ball is formed. If the bee cannot 
complete its load in one flower, it will always seek out another 
of the same kind. It will not mix the pollen of two different 
kinds of flowers. 

The honey-gatherers and the wax-gatherers draw in the sweet 
juices from flowers by their trunks. The trunk serves as a 
mouth and a pump. The liquid passes through this into the 
throat, and is thus carried to the hive. 

Adapted from Good Words for the Young. 

What do we first see around the door of the hive? What do these 
bees do ? Why are they called sentries ? What is an intruder ? 

What three substances are required in the hive ? What is pollen ? 
What is meant by the community ? What are the bees that are passing 
and repassing the sentries doing? 

Describe a bee's hind leg. How does a bee collect pollen ? 

How do the honey-gatherers and the wax-gatherers collect their 
stores ? 

Into how many parts is this selection divided? 

The different parts into which a prose composition is divided are 
called paragraphs. 

State the number of paragraphs in this piece, and tell what each is 
about. 



COMPOSITION. 31 



WRITTEN EXERCISE. 



Write from memory what you have learned about the Bees. 
Tell— 

i. What bees are first seen around a hive. 

2. What three substances are required in the hive, and the 
use of each. 

3. How a bee collects pollen and carries it to the hive. 

4. How the honey-gatherers and the wax-gatherers collect 
their stores. 

Write in paragraphs, making one paragraph for each heading 
above. 

Leave a margin half an inch wide at the left of your paper. 

Leave a space half an inch long at the begimiing of the first 
line in every paragraph. 



LESSON XVI. 

COMPOSITION. 

MIGRATION OF BIRDS. 

Find out what you can about the Migration of Birds, and 
then tell in your own words — 

1. What the migration of a bird is. 

2. Mention the common migratory birds in your locality, and 
tell at what time they arrive in spring, and when they depart in 
autumn. 



32 



LESSONS IN ENGLISH. 



3. Tell why these birds migrate. State whether they feed 
upon insects, worms, fruit, seeds, fish, or other food, and show 
what effect the cold weather has upon their supply of food. 

4. Tell how they migrate. Tell at what season and in what 
direction they take their flight ; whether they travel in the day- 
time or at night, alone or in flocks ; and how far they go. 



Write one paragraph for each of the foregoing topics. Do not 
forget to leave a space in the first line, when yon begin a new 
paragraph. 



PRONOUNCING EXERCISE. 



Pronounce . 



[Sound a, au, and ea in these words like a in arm.] 



calf, father, 

half, balm, 

laugh, palm, 

piano, psalm, 



calm, laundry, can't 

alms, mustache, shan't, 

hearth, are, bath, 

launch, aunt, path. 



LESSON XVII. 



REVIEW. 
ORAL EXERCISE. 

What is a pronoun ? Mention five pronouns. 

What is an adjective? Mention five adjectives that may be used to 
point out special things. Give five adjectives that may be used to show 
how many things are meant. Give five adjectives that may be used to 
show what kind of things are meant. 



REVIEW. 



33 



What three forms has the adjective long? What are these different 
forms called ? 

What is the positive of prettier ? Of sweetest ? 

What is the comparative of stow? Of beautiful '? Of good? 

What is the superlative of clear ? Of generous ? Of bad? 

State two ways in which the comparative of adjectives is formed, 
and illustrate each by an example. 

State two ways in which the superlative of adjectives is formed, and 
illustrate by examples. 

Illustrate the correct meaning and proper pronunciation of the follow- 
ing words, by using them in short sentences : — 



patron, half, psalm, 

patriotic, laugh, chamber, 

national, matron, tassel, 

piano, aunt, bath, 



bade, catch, 

path, can't, 

hearth, gather, 

laundry, calm. 



WRITTEN EXERCISES. 

1. Write four declarative sentences, using one of the following 
words as the subject in each : — 

I, we, they, he. 

2. Write three interrogative sentences, using one of these words 
as the subject in each : — 

you, she, it. 

3. Write sentences showing the correct use of the following ad- 
jectives : — 

handsome, lovely, awful, ugly- 

pretty, splendid, real, queer. 



34 LESSONS IN ENGLISH. 

4. Write sentences containing the comparative of — 

deep, heavy, good, happy, 

plentiful, useful, unhappy, patient. 

5. Write sentences containing the superlative of — 

sweet, many, beautiful, comfortable, 

hard, bad, pleasant, careless. 

6. Write three paragraphs about the Uses of Rivers, 



LESSON XVIII. 

VERBS. 

1. The horses ran. 

2. Our boat moves slowly. 

3. Helen opened the box. 

What did the horses do? What word tells or asserts something of 
the boat ? What word asserts something of Helen ? 

A word that asserts is called a verb. 

About what is the first assertion made ? The second assertion ? Who 
is spoken of in the third sentence ? 

The word that denotes the person or thing spoken of is called the 
subject of the verb. 

What is the subject of the verb ran ? Of the verb moves ? Of the 
verb opened? 



VERBS. 35 

Mention each verb in the following sentences, and name its subject : — 

i. Plants need sunshine. 

2. The dog welcomed his master. 

3. The bluebird comes in early spring. 

4. A small stream flows through the field. 

5. We gathered pebbles on the beach. 

6. The parrot's name is Polly. 

7. Two men stepped from the carriage. 

8. He opened the gate. 

9. We entered the city at ten o'clock. 
10. The hunter raised his gun. 

WRITTEN EXERCISES. 
I. 

Write sentences, using each of the following as verbs : — 

rises, have, forgot, walked, 

looked, has, flew, built, 

wrote, is, received, grows, 

was, were, opened, live. 



Write sentences, using each of the following words as the sub- 
ject of a verb. Underline the verbs : — 



artist, 


they, 


door, 


soldier, 


clock, 


carriage, 


boy, 


slippers, 


flowers, 


he, 


carpenters, 


clouds. 



36 LESSONS IN ENGLISH. 

LESSON XIX. 

TRANSITIVE AND INTRANSITIVE VERBS. 

i. The wind blows. 

2. The bell rang. 

3. Henry threw the ball. 

4. The kitten caught a mouse. 

Mention the verb in each sentence, and name its subject. 

What is asserted of Henry ? Which word tells what Henry threw ? 

Which word tells what the kitten caught, or limits the action ex- 
pressed by the verb? 

The noun or pronoun that limits the action expressed by a verb is 
called the object of the verb. Some verbs require objects to complete 
the meaning. The same verb may require an object in one sentence, 
and not require one in another. 

Which of the verbs above require objects to make the meaning com- 
plete ? Which do not require objects ? 

A verb that requires an object is called a transitive verb. 

A verb that does not require an object is called an intransitive 
verb. 

WRITTEN EXERCISES. 
I. 

Copy these sentences. Underline the verbs, the subjects of the 
verbs, and the objects of the transitive verbs : — 

i. Edwin built the fire. 

2. The boy rang the bell. 

3. The whistles blow at seven o'clock. 



ACTIVE AND PASSIVE FORMS. 37 

4. Grace brought the paper. 

5. She placed the flowers upon the breakfast table. 

6. The dog growled. 

7. Your brother turned the wheel. 

8. The wheel turned slowly. 

9. The gardener sold his strawberries. 
10. She sat by the table. 

n. 

Write sentences, using the following as verbs. Underline the 
transitive verbs in the sentences written : — 



sat, 


lost, 


build, 


opened, 


bought, 


walked) 


heard, 


came, 


built, 


purr, 


fastened, 


finish, 


chirp, 


stands, 


writes. 



LESSON XX. 

ACTIVE AND PASSIVE FORMS. 

1. A hawk caught a chicken. 

2. A chicken was caught by a hawk. 

3. The conductor stopped the car. 

4. The car was stopped by the conductor. 

In how many ways is each thought expressed in the sentences above ? 
What action is asserted of the hawk? What is the object of the 
verb catieht? How is the word chicken used in the second sentence? 



38 



LESSONS IN ENGLISH. 



The object of the first verb is made the subject of the second verb; 
the second verb represents its subject as receiving the action expressed 
by the verb. 

What is the subject of the verb in the third sentence ? What is the 
object of the verb? How is car used in the fourth sentence? 

A verb that represents its subject as acting is called active. 

A verb that represents its subject as being acted upon is called pas- 
sive. 

Which verbs are active in the sentences at the head of this lesson ? 
Which are passive ? 

WRITTEN EXERCISES. 



Copy these sentences, and underline the verbs that have the 
passive form : — 

i. The Southern States export cotton. 

2. Cotton is exported by the Southern States. 

3. Two steamers were seen in the distance. 
. 4. We saw a wild duck. 

5. The trees were planted in the spring-. 

6. This bay has an inlet from the sea. 

7. The light-house stands on a point of land. 

8. The car was broken by the fall. 

9. A carriage was sent to the train. 
10. The boat arrives at six o'clock. 



Change these sentences, making the verbs passive . 
1. The merchant displayed his wares. 



2. We informed our friends of 



arrival. 



ADJECTIVES THAT COMPLETE PREDICATES. 39 

3. The girls gathered autumn leaves. 

4. The child opened the picture-book. 

5. The farmer reaped the grain. 

6. The company explored the cave. 

7. They found many curiosities. 

8. William Penn founded Philadelphia. 



LESSON XXI. 

ADJECTIVES THAT COMPLETE PREDICATES. 

1. The grapes are ripe. 

2. Your hands look cold. 

3. She is happy. 

What is asserted of the grapes ? Does are alone tell anything about 
the grapes ? What word is used with are, to complete the assertion ? 
What does ripe describe? 

Read the predicate of the second sentence. Name the verb. What 
word is used with the verb, to complete the predicate ? What does cold 
describe ? 

What word in the third sentence completes the predicate? What 
does happy modify? 

Adjectives used with is, are, was, were, and some other verbs, to com- 
plete predicates, are called predicate adjectives. 

A predicate adjective modifies a noun or a pronoun in the subject. 



40 



LESSONS IN ENGLISH. 



WRITTEN EXERCISES. 



Write sentences, tising the following adjectives, to complete 
predicates. Underline the adjectives used and the words which 
they modify : — 



sweet, clean, 

blue, bright, 

large, narrow, 

old, cheerful, 



patient, ripe, diligent, 

sharp, long, interesting, 

light, kind, rough, 

heavy, mellow, smooth. 



LESSON XXII. 



NOUNS THAT COMPLETE PREDICATES. 



i. Longfellow was a poet. 

2. Bayard Taylor was a great traveller. 

3. The willow is a graceful tree. 

How many names do you see in the first sentence? What is the 
office of the first name ? Of the second name ? Which name is used 
in the predicate ? To what does poet refer ? 

Whom is the second sentence about ? What was Bayard Taylor ? 

What two words in the third sentence refer to the same thing? 
Which of these words is used in the predicate? 

Which nouns above are used in the predicate and refer to the sub- 
jects of the verbs. 

A noun used in the predicate and referring to the subject of the verb 
is called a predicate noun. 



COMPOSITION. 



41 



WRITTEN EXERCISE. 

Write sentences, using the following 
nouns : — 



names as predicate 



lawyer, 


city, 


vegetable, 


country, 


grocer, 


metal, 


stranger, 


river, 


cousin, 


patriot, 


soldier, 


inventor, 


doctor, 


American, 


building,, 


hero. 



LESSON XXIII. 



COMPOSITION. 



COPERNICUS AND WHAT HE THOUGHT. 

About 300 years ago there was a man named Copernicus. 
He lived in the city of Rome and taught mathematics in one of 
the great universities. 

He watched the motions of the sun and stars, and studied 
them carefully. He could not believe that the sun and moon 
and stars were fastened in a crystal arch that whirled around 
the earth once a day. This was what other people thought, but 
he believed that such beauty as he saw in the skies must be 
due to some simpler and more beautiful arrangement. 

You remember the little rhyme, 

"Twinkle, twinkle, little star, 
How I wonder what you are," 

but I must tell you that all stars do not twinkle. If you look 
at them at night when the sky is clearest, you will see how 



42 LESSONS IN ENGLISH. 

lively the light of most of them sparkles and flashes, as if they 
were laughing at you, but if you look carefully, you may find a 
few that do not twinkle at all ; they shine with a clear and a 
steady light. These are called planets. The earth is one of 
these planets, and if you could get far enough away from it you 
would see it shine as brightly as any of them. 

Now Copernicus saw that the sun and all these planets are 
in a system by themselves ; the twinkling stars are far away 
beyond them all. He believed the earth to be a globe, turning 
around upon its axis once a day. He believed the sun and all 
the other planets to be globes too, and that they were whirling 
on their own axes also. He watched their motions through the 
heavens and found that each one has its own path in which it 
travels around the sun. They leave no track behind them, and 
yet their way is never lost. Time after time has each one trav- 
elled over and over again its noiseless journey in its smooth and 
unmarked pathway around the sun. 

Copernicus hardly dared to tell the world his new ideas about 
the heavens, for it was then a dangerous thing to believe any- 
thing different from what others thought to be true. He who 
did, would sometimes be driven from his home, shut up in 
prison, or punished with painful torture. So Copernicus kept 
his thoughts to himself, but he wrote them out in a little book, 
and not until the very day on which he died was the first printed 
copy of it received. What he did not dare to teach while alive, 
everybody has, since his death, learned to be true. The sun is 
the centre of the system ; the earth and all the other planets go 
around him at different distances in the heavens. 

Le Roy C. Cooley. 



COMPOSITION. 43 



Who was Copernicus? 

What did he study? What did the people of his time believe about 
the sun and stars? 

What two kinds of stars may be seen in the sky? What do we call 
the stars that shine with a steady light ? 

What did Copernicus believe about the sun and planets ? What did 
he believe about the twinkling stars ? What is a globe ? What is 
meant by the axis of the earth? How often does the earth turn on 
its axis? 

Why was Copernicus afraid to tell what he thought about the sun and 
stars? How did his thoughts become known? What is now believed 
about the sun and the earth? 

WRITTEN EXERCISES. 

Write in your own words about Copernicus, Tell — 
i. Who Copernicus was. 

2. What he studied, and what he could not believe. 

3. What two kinds of stars may be seen in the sky. 
4.' What Copernicus believed about the sun and stars. 

5. Why he was afraid to tell what he thought, and how his 
thoughts became known. 

Make one paragraph for each heading given. 

11. 
Write sentences shoiving the correct nse of the following 
tvords : — 



mathematics, 


crystal, 


arch, 


due, 


whirled, 


arrangement, 


twinkle, 


flashes, 


sparkle, 


globe, 


axis, 


track, 


torture, 


copy, 


dare, 


centre. 



44 LESSONS IN ENGLISH. 

LESSON XXIV. 

STUDY OF SELECTION. 
THE SPACIOUS FIRMAMENT ON HIGH. 



The spacious firmament on high, 

With all the blue ethereal sky, 

And spangled heavens, a shining frame, 

Their great Original proclaim. 

The unwearied sun, from day to day 

Does his Creator's power display ; 

And publishes, to every land, 

The work of an Almighty hand. 



Soon as the evening shades prevail, 
The moon takes up the wondrous tale ; 
And nightly, to the listening earth, 
Repeats the story of her birth : 
Whilst all the stars that round her burn, 
And all the planets, in their turn, 
Confirm the tidings as they roll, 
And spread the truth from pole to pole. 

in. 

What though, in solemn silence, all 
Move round the dark terrestrial ball ; 



STUDY QF SELECTION. 45 

What though no real voice nor sound 
Amidst their radiant orbs be found : 
In reason's ear they all rejoice, 
And utter forth a glorious voice, 
Forever singing as they shine, 
"The hand that made us is divine." 

Joseph Addison. 

Read the first stanza. What is meant by the firmament on high ? 
Why is it called spacious? What is mentioned in the second line? 
What in the third line? Why are the heavens said to be spangled? 
What is asserted of the firmament and heavens? What is meant by 
proclaiming their Original? Read the first statement about the sun. 
Why does the writer say unwearied sun ? What is meant by displaying 
his Creator's power ? Read the second statement about the sun. What 
is the meaning of publishes ? What is meant by an Almighty hand? 

Read the second stanza. What is the first statement in this stanza? 
What does the first line tell ? What is meant by evening shades ? 
Read the second statement about the moon. To what does the moon 
repeat the story of her birth ? How often ? What are spoken of in the 
fifth and sixth lines ? What are the stars and planets said to do ? Give 
the meaning of this stanza in your own words. 

Read the third stanza. What is the meaning of terrestrial '? What is 
meant by the dark terrestrial ball ? To what does all refer, in the first 
line ? In these two lines, does the poet describe the real motion or the 
apparent motion of the sun and the stars ? Express in your own words 
the thought contained in the first six lines. What is meant by they in 
the fifth and seventh lines ? What are the sun, moon, and stars forever 
singing ? 

Copy the poem, and commit it to memory. 



46 LESSONS IN ENGLISH. 





PRONOUNCING 


EXERCISE. 




Pronounce : — 










[Give a an 


intermediate 


sound between a and a. 


as in ask.] 


past, 


mass, 




after, 


ant, 


last, 


glass, 




afternoon, 


answer, 


fast, 


class, 




pastor, 


chance, 


pass, 


grass, 




master, 


basket. 



LESSON XXV. 

REVIEW. 
WRITTEN EXERCISES. 

1. Write a stanza from some poem that yon have learned. 

2. Make a list of all the verbs found in the stanza. What is 
a verb? 

3. Write sentences containing the following words, used as the 
subjects of verbs : — 

coal, evening, stars, we, 

wheat, tents, they, you. 

4. What is a transitive verb ? Give an example. 

5. Write sentences containing the following words, used as the 
objects of verbs : — 

question, window, him, fog, 

trunks, breeze, them, boat. 



ADVERBS. 47 

6. Re-write the following sentences, changing the verbs to the 
passive form : — 

The strangers visited the old mansion. 

The light of the lantern attracted numerous insects. 

Exercise strengthens the body. 

They sent the flowers by express. 

Burglars entered the house. 

7. Use the following adjectives in sentences, to complete predi- 
cates : — 

smooth, silent, polite, black, comfortable. 

8. Use the following nouns in sentences, to complete predi- 
cates : — 

mineral, poet, river, insect, soldier. 

9. Write the name of your favorite author, and tell why y 021 
like his or her works. 



LESSON XXVI. 

ADVERBS. 

1. The rain falls gently. 

2. Our friends soon learned the way. 

3. The man stood here. 

How does the rain fall ? When did our friends learn the way ? Where 
did the man stand ? 



48 LESSONS IN ENGLISH. 

What does the word gently do ? What soon ? What here ? 

Name the verbs in the foregoing sentences, and tell what words 
modify the meanings of those verbs. 

A word that modifies a verb is called an adverb. 

Mention the adverbs in the following sentences, and tell the office 
of each : — 

i. The woman sews neatly. 

2. They never found the stolen goods. 

3. He turned suddenly, and then walked rapidly away. 

4. She listened patiently to the long story. 

5. Begin the work immediately. 

6. The bell rang twice. 

7. I looked down from the summit of a high rock. 

8. The boy often came to hear the music. 

9. This good news arrived yesterday. 

10. You now see why the plan was changed. 

11. We saw a sail plainly. 

12. The iceberg drifted slowly towards the south. 

13. "Come forth instantly," said the officer. 

Sometimes an adverb is used to modify an adjective ; as, — 

It was a very long journey. 

He is so hoarse that he can scarcely speak. 

Sometimes an adverb is used to modify another adverb ; as, — 

You read too fast. 
We are almost there. 

WRITTEN EXERCISE. 

Use each of the followi?ig words in a sentence, to modify a 



NEGATIVES. 49 

verb, or an adjective, or another adverb. Underline the adverbs 
and the words which they modify : — 

neatly, to-night, down, quite, 

slowly, now, back, very, 

swiftly, yesterday, here, never, 

quickly, soon, there, surely, 

pleasantly, once, up, not. 



LESSON XXVII. 

NEGATIVES. 

Tell which of these sentences affirm, and which deny : — 

The articles will be found. 

The articles will never be found. 

These grapes are ripe. 
These grapes are not ripe. 

He knows something about the matter. 

He knows little about the matter. 

He does not know anything about the matter. 

I told one person. 
I never told you that. 
I did not tell anybody. 

Our climate is warmer than theirs. 
Our climate is not warm. 



50 LESSONS IN ENGLISH. 



A sentence that affirms is called affirmative, and one that denies 
is called negative. 

Which of the foregoing sentences are affirmative ? Which are nega- 
tive? 

A word that denies is called a negative. 

Name the negatives in the sentences above. 

Do not use two negatives in the same sentence, unless 
you wish to express an affirmation. 

WRITTEN EXERCISES. 



Change these sentences, making each express a meaning oppo- 
site to the meaning given : — 

i. Your mail has come. 

2. The boy is better. 

3. He will pay something for the use of the carriage. 

4. I did not give him anything. 

5. Don't tell anybody. 

6. Speak to the child. 

7. It will do no good. 

8. He did not put anything into the box. 

9. The nurse followed the directions given. 

10. They said something to the owner of the boat. 

Example. — Your mail has not come. 

11. 

Use the following words in affirmative sentences : — 
somebody, anybody, something, anything, anywhere. 



POSITION OF MODIFIERS. 51 

III. 

Use the following words in negative sentences : — 

not, didn't, never, cannot, don't 



LESSON XXVIII. 

POSITION OF MODIFIERS. 

i. It was a bright tin cup. 

2. You need a pair of new boots. 

3. She bought two pairs of gloves. 

What does tin describe ? What kind of tin cup is spoken of? 
What does bright modify? 
Ans. Bright modifies the expression tin cup. 

What does new describe in the second sentence ? Before what word 
is it placed? 

What is the use of two in the third sentence ? Where is it placed ? 

Place a modifying word as near as possible to the word 
which it modifies. 

. WRITTEN EXERCISE. 

Copy the following sentences, inserting in each the word at the 
end. Be careful to place each word so that it will express the 

meaning intended : — 

i . They live in a brick house, [large] 
2. A cheerful lady received us. [old] 



52 LESSONS IN ENGLISH. 



3. Do you keep straw hats ? [boys'] 

4. Did you see any ladies' silk gloves ? [black] 

5. Do not forget to take a pair of boots, [old] 

6. Edgar has two silver coins, [new] 

7. We did see the picture, [not] 

8. I see two buds, [only] 

9. He rides in the morning, [here] 
10. The good are great, [alone] 



LESSON XXIX. 

WHEN TO USE ADJECTIVES. 

1. The lake looks beautiful. 

2. The fur feels soft. 

3. This apple tastes bitter. 

4. The violet smells sweet. 

What word describes the appearance of the lake? What is the use 
of soft? Of bitter? Of sweet? 

Mention the words in the sentences above that are used to describe 
the thing spoken of. 

1. The apple is sweet. 

2. She sings sweetly. 

3. This pillow is soft. 

4. Speak softly. 

What is the office of sweet? Of sweetly? Of soft? Of softly ? 



"WHEN TO USE ADJECTIVES. 53 



What words in these sentences describe the thing spoken of ? What 
words show how the action is performed? 

Use an adjective after such verbs as look, feel, smell, taste, 
when you wish to describe the person or thing spoken of. 
Use an adverb when you wish to show how the action is 
performed. 

Tell which words in Italics are used to describe persons or things, 
and which are used to show how actions are performed : — 

i. Charles looks ill. 

2. The girl is unhappy. 

3. The woman looked sharply at the stranger. 

4. The bark feels rough. 

5. Her dress looked neat. 

6. She sews neatly. 

7. Henry arrived safe. 

8. I feel bad. 

9. The work is badly done. 

IO. The bell was answered promptly. 

WRITTEN EXERCISES. 
I. 

Write sentences containing the following adjectives used after 
look, feel, smell, taste, or seem : — 

kind, beautiful, natural, bitter, 

careful, pleasant, rough, neat, 

bad, sweet, smooth, prompt. 

11. 

Form adverbs from the words in the foregoing list. 

Examples. — kindly, carefully. 



LESSONS IN ENGLISH. 



Write sentences containing the adverbs formed from the words 
in the foregoing list. 



LESSON XXX. 

THE COMMA. 

i The child has a bright, happy face. 

2. Bats have large front teeth. 

3. The grocer sells tea, coffee, and sugar. 

What is the office of happy? Of bright? What mark is placed 
between the two words? What does front describe? What kind of 
front teeth do bats have? 

The adjectives bright and happy are used in the same way, — each 
describes face. The adjectives in the second sentence are not used in 
the same way ; front describes teeth, but large describes front teeth. 

Words used in the same way are said to be in the same construction. 

What words in the third sentence are in the same construction? 
How is each of those words used? 

Words or phrases in the same construction should be 
separated by commas ; as, The loivlands are hot, damp, and un- 
healthy. 

Note. — Two words or two short phrases in the same construction, when con- 
nected by a conjunction, should not be separated by a comma; as, He is tall and 
slender. 

Tell which words in the following sentences are in the same construc- 
tion, and why the commas are used or omitted : — 



THE COMMA. 55 



i. The sky is clear and blue. 

2. It will be a clear, cold night. 

3. Thousands of men, women, and children rushed through 
the streets. 

4. We soon forgot the hardships of the long, cold ride. 

5. You will find the coat in the hall or in the closet. 

6. The cart was filled with potatoes, beets, and cabbages. 

7. The surface of the soil is protected by blackbirds, crows, 
thrushes, and larks. 

8. The mountains are covered with forests of pine, fir, and 
cedar. 

WRITTEN EXERCISE. 

Copy the following sentences, and insert commas where they 
are needed: — 

1. He gave a long low whistle. 

2. The man had a newspaper a cane and an umbrella. 

3. It was a bright sunny day. 

4. Rover gave a short quick bark. 

5. In the morning we read sing and play. 

6. Henry. Edwin and I went to ride. 

7. The boy was cold tired and hungry. 

8. Stone wood and brick are used for building houses. 

9. Frogs have long hind legs. 

10. Chimney swallows build their nests in caves trees or 
chimneys. 

11. The streets were crowded with men women and chil- 
dren. 

12. A small round table stood in the centre of the room. 



56 LESSONS IN ENGLISH. 

LESSON XXXI. 

REVIEW. 
ORAI EXERCISE. 

What do we call a word that modifies a noun? Give an example. 

What do we call a word that modifies a verb ? Give an example. 

What besides verbs may adverbs modify? 

Give a sentence in which an adjective modifies the subject of a verb ; 
the object of a verb. 

Give a sentence in which an adjective in the predicate modifies a 
noun or a pronoun in the subject. 

Give a sentence in which an adverb modifies a verb ; an adjective ; 
another adverb. 

Give a sentence containing two nouns in the same construction ; two 
verbs in the same construction ; three adjectives in the same construc- 
tion. 

Give the rule for punctuating sentences which contain words or ex- 
pressions in the same construction. 

WRITTEN EXERCISE. 

1 . Write sentences, using the following words to modify nouns 
in the subject or in the predicate : — 

early, level, crooked, falling, frozen, 

shady, golden, dutihil, selfish, generous. 

2. Write sentences, using the following words to modify verbs, 
adjectives, or other adverbs : — 

here, yonder, to-morrow, soon, once, 

twice daily, not, very, only. 



STUDY OF A DESCRIPTION. 57 

3. Write sentences, using adjectives after the verbs below, to 
modify nouns or pronouns in the subject : — 

are, looks, arrived, were, 

tastes, feels, appear, seemed. 

DICTATION EXERCISE. 

i. James, have you finished your work ? 

2. The basket was filled with pears, peaches, and grapes. 

3. "Good morning, Mrs. Brown," said the doctor. 

4. Her voice was low, clear, and musical. 

5. The room was long and narrow. 

6. The Andes are on the western coast of South America. 

7. Did you call me, sir ? 

8. Fanny, Alice, and Gertrude joined the party. 



LESSON XXXII. 

STUDY OF A DESCRIPTION. 

THE OLD ANGLER'S COTTAGE. 

I found the old angler living in a small cottage containing 
only one room, but a perfect curiosity in its method and 
arrangement. 

It was on the skirts of the village, on a green bank, a little 
back from the road, with a small garden in front, stocked with 
kitchen herbs, and adorned with a few flowers. The whole 
front of the cottage was overrun with a honeysuckle. On the 
top was a ship for a weathercock. 



58 LESSONS IN ENGLISH. 

The interior was fitted up in a truly nautical style, the old 

angler's ideas of comfort and convenience having been acquired 

on the berth-deck of a man-of-war. A hammock was slung 

from the ceiling, which, in the daytime, was lashed up so as to 

take but little room. From the centre of the chamber hung a 

model of a ship of his own workmanship. Two or three chairs, 

a table, and a large sea-chest, formed the principal movables. 

The mantel-piece was decorated with sea-shells ; over which 

hung a quadrant flanked by two woodcuts of most bitter-looking 

naval commanders. His implements for angling were carefully 

disposed on nails and hooks about the room. On a shelf was 

arranged his library, containing a work on angling, much worn, 

a Bible covered with canvas, an odd volume or two of voyages, 

a nautical almanac, and a book of songs. 

Washington Irving. 

What is the title of this piece ? What is an angler ? 

What does the first sentence tell? How many rooms were in the 
cottage ? What was a curiosity ? 

Where was the cottage ? What is meant by the skirts of the village ? 
Where did the cottage stand ? How far back from the road was it ? 

What was in front of the cottage ? What did the garden contain ? 
What is an herb ? Mention two or three kinds of herbs that are com- 
monly raised in gardens. What else was in the garden ? What is the 
meaning of adorned? What flowers do you think were growing in the 
garden ? 

Describe the front of the cottage. What was on the top of it? 
What is a weathercock ? 

What does the third paragraph describe ? What is the interior of a 
house ? What is meant by a nautical style ? What led the old angler 
to fit up his cottage in the style of a seaman ? 



COMPOSITION. 



59 



How was his hammock arranged? What hung from the centre of 
the chamber? What movable articles of furniture did the room con- 
tain ? What decorated the mantel-piece ? What hung over it ? What 
is a quadrant? What is meant by the quadrant's being flanked by the 
two woodcuts ? What hung on the nails and hooks about the room ? 
Where was the library ? Of what books was it composed ? 

WRITTEN EXERCISES. 



Describe in your own words The Old Angler's Cottage, 



Write sentences, showing the correct use of the following 
words : — 



angler, 


cottage, 


curiosity, 


arrangement. 


stocked, 


herbs, 


adorned, 


overrun, 


weathercock, 


interior, 


nautical, 


acquired, 


hammock, 


ceiling, 


lashed, 


decorated. 


naval, 


voyages, 


canvas, 


almanac. 



LESSON XXXIII. 

COMPOSITION. 



Describe some room that you have seen. Tell what things 
were in the room, and how they zvere arranged. 
Write a suitable heading for your description. 



warm, 


daughter, 


water, 


taught, 




[Sound & 


care, 


air, 


there, 


their, 



60 LESSONS IN ENGLISH. 

PRONOUNCING EXERCISE. 

Pronounce : — 

[Sound a and au in these words like a in all.] 

lawn, also, salt, 

bald, always, faucet. 

[Sound a, e, ai, and ei like a in care.] 

where, parent, chair, 

heir, ere, share. 



LESSON XXXIV. 

COMPOSITION. 
EXTRACT FROM "SNOW-BOUND." 

The sun that brief December day 
Rose cheerless over hills of gray, 
And, darkly circled, gave at noon 
A sadder light than waning moon. 
Slow tracing down the thickening sky 
Its mute and ominous prophecy, 
A portent seeming less than threat, 
It sank from sight before it set. 

A chill no coat, however stout, 

Of homespun stuff could quite shut out, 

A hard, dull bitterness of cold, 



COMPOSITION. 61 



That checked, mid-vein, the circling race 
Of life-blood in the sharpened face, 

The coming of the snow-storm told. 

The wind blew east ; we heard the roar 

Of Ocean on his wintry shore, 

And felt the strong pulse throbbing there 

Beat with low rhythm our inland air. 

Unwarmed by any sunset light 

The gray day darkened into night, 

A night made hoary with the swarm 

And whirl-dance of the blinding storm, 

As zigzag wavering to and fro 

Crossed and recrossed the winged snow : 

And ere the early bedtime came 

The white drift piled the window-frame, 

And through the glass the clothes-line posts 

Looked in like tall and sheeted ghosts. 

So all night long the storm roared on : 
The morning broke without a sun ; 
In tiny spherule traced with lines 
Of Nature's geometric signs, 
In starry flake, and pellicle, 
All day the hoary meteor fell ; 
And, when the second morning shone, 
We looked upon a world unknown, 
On nothing we could call our own. 
Around the glistening wonder bent 



62 LESSONS IN ENGLISH. 



The blue walls of the firmament, 

No cloud above, no earth below, — 

A universe of sky and snow ! 

The old familiar sights of ours 

Took marvellous shapes ; strange domes and towers 

Rose up where sty or corn-crib stood, 

Or garden wall, or belt of wood ; 

A smooth white mound the brush-pile showed, 

A fenceless drift what once was road ; 

The bridle-post an old man sat 

With loose-flung coat and high cocked hat ; 

The well-curb had a Chinese roof ; 

And even the long sweep, high aloof, 

In its slant splendor, seemed to tell 

Of Pisa's leaning miracle.* 

John Greenleaf Whittier. 

WRITTEN EXERCISE. 

Study carefully the foregoing description oj a snow-storm, and 
then tell in your oivn words : — 

i. How the sun, the chill, the wind, and the ocean indicated 
the coming of the snow-storm. 

2. At what time it began to snow, and how long the storm 
continued. 

3. What was seen on the second morning. 



* This line refers to the Leaning Tower of Pisa. 



PREPOSITIONS. 63 



LESSON XXXV. 

PREPOSITIONS. 

i. Lilies grow in this pond. 

2. Herbert ran towards the house. 

3. The blade of the knife is broken. 

What words does in connect ? What relation does in show between 
those words? 

A?is. In shows the relation of place between grow and pond. 

Which word in the second sentence shows a relation between words ? 
What relation does it show? 

Ans. Towards shows the relation of direction. 

What is broken ? To what does the blade belong ? What relation 
does of show ? 

A word placed before a noun or a pronoun to show its relation to 
some other word in the sentence is called a preposition. 

The noun or pronoun before which the preposition is placed is called 
its object. 

Point out the prepositions in the following sentences, tell between 
what words a relation is shown, and name the object of each preposi- 
tion : — 

A basket of fruit stood on the table. 

We sailed across the bay. 

The gardens of the poorest houses were bright with flowers. 

An old tree stands in the corner of the yard. 

The pears on this tree will soon be ripe. 

Did your friends pass through the city ? 



64 



LESSONS IN ENGLISH. 



The boy called for the package. 
The path up the mountain was steep. 
George took his music with him. 

All the idle urchins about the town flocked to the house with 
specimens. 

WRITTEN EXERCISE. 

Write sentences containing the following words used as prepo- 
sitions : — 



to, 


in, 


by, 


with, 


for, 


on, 


from, 


around, 


at, 


of, 


over, 


along, 


after, 


under, 


against, 


about. 



LESSON XXXVI. 



CHOICE OF PREPOSITIONS. 



i. John went to the store. 
2. John is at the store. 

Mention the prepositions in these sentences. Which of the two 
words implies motion? Which means in or near a place? 

i. The lady is in the parlor. 

2. Will you walk into the parlor? 

What is the office of in ? Of into ? Which of the two prepositions 
is used to denote presence in a place? Which is used to denote en- 
trance from the outside to the inside? 



CHOICE OF PREPOSITIONS. 65 

i. The table stands between the two windows. 
2. The cards were distributed among forty pupils. 

Name the prepositions and tell between what words they show rela- 
tions. Which of these prepositions is used in speaking of two things ? 
Which is used in speaking of more than two? 

WRITTEN EXERCISES. 
I. 

Copy the following sentences, and fill the blanks with words 
that will express the right relations : — 

i. Is your father home ? 

2. He has gone the city. 

3. My sister is school. 

4. The children are playing the Park. 

5. The oar dropped the water. 

6. The pencils are the drawer. 

7. Put the cards the box. 

8. She staid home. 

9. Clara divided the flowers her playmates. 

10. I was sorry to see a quarrel the two sisters. 

11. 

1 . Make a list of the words in Italics, with the prepositions 
which follow them : — 

1. My card is different from yours. 

2. The harness does not correspond to the carriage. 

3. She feels the need of rest. 

4. The man is in want of food. 

5. Charles died of a fever, 



66 LESSONS IN ENGLISH. 

6. He was killed by impure air. 

7. The soldier died for his country. 

8. I am disappointed in the portrait. 

9. This house is similar to yours. 

10. What is the matter with the child ? 

11. The man is looking for work. 

12. The seamstress had difficulty in fitting the collar. 

13. I am not familiar with the subject. 

14. How does this room compare with yours in size ? 

Example. — different from, 
correspond to. 

2. Use correctly in sentences of your own, the phrases copied. 



LESSON XXXVII. 

CONJUNCTIONS. 

1. The passengers took their seats, and the train 
started. 

2. He owns the house, but he does not live in it. 

3. The basket contained apples and oranges. 

4. The pupils march and sing. 

How many statements are made in the first sentence ? Read each 
statement. What word joins the two statements ? 

How many sentences can you form from the second sentence ? Read 
each. What word joins the two sentences ? 



CONJUNCTIONS. 67 



What does and connect in the third sentence ? In the fourth sen- 
tence ? 

A word that connects sentences or similar parts of the same sen- 
tence is called a conjunction. 

Mention the conjunctions in these sentences, and tell what each con- 
nects : — 

i. The door opened, and the boy came in. 

2. Walking and rowing expand the chest and strengthen the 
muscles. 

3. The kettle was singing, and the clock was ticking. 

4. Shall we walk or ride ? 

5. The notes of the wren are sharp and shrill. 

6. He did not like the man's appearance, so he dismissed 
him. 

7. We called at the house, but we did not see our friends. 

8. The boy seemed pleased, yet he would not speak. 

WRITTEN EXERCISE. 

Write sentences containing the following : — 

1. And connecting two nouns. 

2. And connecting two adjectives. 

3. And connecting two verbs. 

4. And connecting two statements. 

5. But connecting two statements. 

6. Or connecting two nouns. 

7. Or connecting two statements. 

8. Yet connecting two statements. 

9. For connecting two statements. 
10. Unless connecting two statements. 



68 LESSONS IN ENGLISH. 



LESSON XXXVIII. 

INTERJECTIONS. 

i. Hark ! I hear footsteps. 

2. Alas ! the house is deserted. 

Name the subject and the predicate in each sentence. 

What word in the first example forms no part of either subject or 
predicate ? What is the use of the word hark ? 

What word in the second example forms no part of either subject 
or predicate? Why is it used? 

Words like hark and alas are not parts of the subject or the predi- 
cate. They are added to sentences to indicate some sudden feeling. 
Such words are called interjections. 

Sometimes an interjection is used with other words in an exclamatory 
phrase ; as, — 

O noble judge / O excellent young man I 

The interjection O should be written as a capital letter. 
An exclamatory word or phrase should be followed by 
the exclamation point. 

WRITTEN EXERCISES. 
I. 

Copy the following sentences, and tell why each exclamation 



point is used. 



i. Hurrah ! the day is ours. > 

2. Sail on, O Ship of State ! 

3. Ah ! is that the cause of his complaint ? 

4. Away ! we must not linger. 



SIMPLE AND COMPOUND SENTENCES. 



69 



5. Help! help! the boat is sinking. 

6. Thou hast all seasons for thine own, O Death ! 

7. A horse ! a horse ! my kingdom for a horse ! 

8. Break, break, break, 

On thy cold gray stones, O Sea ! 

n. 

Write sentences containing the following zvords used as inter- 
jections : — 

hurrah, lo, hark, halt, O, 

oh, alas, hush, ah, there. 

PRONOUNCING EXERCISE. 

[Sound 6, 6a, ai, and ay, in these words like 6 in m6n.] 



wgll, 


cellar, 


instead, 


again, 


yes, 


get, 


bedstead, 


measure, 


leg, 


deaf, 


steady, 


pleasure, 


egg> 


heroine, 


umbrella, 


pleasant, 


kettle, 


heroism, 


instep, 


says. 



LESSON XXXIX. 

SIMPLE AND COMPOUND SENTENCES. 

1. The streets are broad. 

2. Robert found the tree. 

3. The steamer was crowded with passengers. 



70 LESSONS IN ENGLISH. 

Name the subject and the predicate in each sentence. 
How many thoughts are expressed in each of these sentences? 
A sentence that expresses one thought is called a simple sentence. 
A simple sentence may be declarative, imperative, interrogative, or 
exclamatory. 

Give examples of the four kinds of simple sentences. 

1. The streets are broad, and the lawns are well-kept. 

2. Robert found the tree, but he could not climb it. 

How many thoughts are expressed in the first sentence ? Read each 
statement. What word joins the two statements? 

How many simple sentences can you form from the last sentence? 
What word joins the two sentences ? 

A sentence made up of two or more simple sentences is called a 
compound sentence. 

The clauses of a compound sentence are generally sepa- 
rated by the comma ; as, The bell rang, and the boat started. 

When the members of a compound sentence are sub- 
divided by the comma, they should be separated by the 
semicolon ; as, We visited the spot ; but could find neither bush, bird, 
nor nest. 

WRITTEN EXERCISES. 

Copy the following sentences, and place commas and semicolons 
wherever they are needed : — 

1. The clock struck ten and the pupils rose from their seats. 

2. The door opened and two children ran down the steps. 

3. The forests have shed their leaves and the voices of the 
winter birds are heard. 



GENERAL REVIEW. 



4. Go to the ant thou sluggard consider her ways and be 
wise. 

5. The swallows prepare for their annual migration and all 
things announce the speedy decline of summer. 

6. We found the house but the doors were locked and the 
family was gone. 

7. The table is large and it has two good drawers. 

8. " Few and short were the prayers we said 

And we spake not a word of sorrow 
But we silently gazed on the face of the dead 
And we bitterly thought of the morrow." 



1 . Write three simple sentences. 

2. Write three compound sentences. 



LESSON XL. 

GENERAL REVIEW. 

Read the following sentences, paying particular attention to the pro- 
nunciation of the words in Italics : — 



We shall pass the house this afternoon. 
Turn the left-hand faucet for the warm water. 
The class were singing a national anthem. 
The master sent weekly reports to the parents. 
The patrons of the school were well-pleased. 
Such an act of heroism should be rewarded. 



72 LESSONS IN ENGLISH. 



7. When the kettle boils, you may cook the eggs. 

8. The chamber contained an old-fashioned bedstead. 

9. Our piano needs tuning. 

10. The patriotic selections were read again and again. 

11. If you sit in a draught, you will catch cold. 

12. Aunt Fanny bade us good by. 

13. The child is growing deaf. 

14. Half 'of the company took the "wrong path. 

WRITTEN EXERCISES. 
I. 

Write original examples of declarative, interrogative, impera- 
tive, and exclamatory sentences. 

11. 

Write sentences illustrating ten different uses of capital letters. 
in. 

Make lists of the verbs, nouns, pronouns, adjectives, adverbs, 
prepositions, and conjunctions found in the following stanzas : — 

" I steal by lawns and grassy plots, 
I slide by hazel covers ; 
I move the sweet forget-me-nots 
That grow for happy lovers. 

I slip, I slide, I gloom, I glance, 
Among my skimming swallows ; 

I make the netted sunbeam dance 
Against my sandy shallows. 



GENERAL REVIEW. 73 

I murmur under moon and stars 

In brambly wildernesses ; 
I linger by my shingly bars ; 

I loiter round my cresses ; 

And out again I curve and flow 

To join the brimming river, 
For men may come and men may go, 
* But I go on forever." 

IV. 

Write sentences containing the following : — 

a proper noun, a pronoun, 

a common noun, an adjective, 

a transitive verb, an adverb, 

an intransitive verb, a preposition, 

a verb in the passive form, a conjunction. 

v. 

Use the follotuing expressions correctly in original sentences : — 

different from, disappointed in, 

correspond to, similar to, 

correspond with, matter with, 

need of, looking for, 

want of, difficulty in, 

died of, difficulty with, 

killed by, familiar with, 

died for, compare with, 

composed of, prevent from, 

caution against, persevere in. 



74 



LESSONS IN ENGLISH. 



LESSON XLI. 

SINGULAR AND PLURAL FORMS OF NOUNS. 

Tell which of these words mean one, and which mean more than 
one : — 



chair, 


match, 


city, 


valley, 


loaf, 


chairs, 


matches, 


cities, 


valleys, 


loaves. 



How many forms has each of these nouns ? 

The form of a word used in speaking of one thing is called the 
singular form. The word is said to be in the singular number. 

The form of a word used in speaking of more than one thing is called 
the plural form. The word is said to be in the plural number. 

Copy the following nouns, and opposite each noun write its plural : — 



basket,* 


Monday, 




roof, 


negro, 


flower, 


gulf, 




chief, 


solo, 


boat, 


cuff, 




scarf, 


piano, 


turkey, 


day, 




cupful, 


spoonful, 


brother, 


chimney, 




valley, 


monkey. 


dish, « 


IX. 

Miss Smith.f 


hero, 


tomato, 


bench, 


potato, 


in. 


motto, 


mosquito. 


story, 


lily, 




army, 


city, 




enemy, 


navy. 



* See pages 65-70, Part II. 

f Misses Smith or Miss Smiths. 



IV. 




alf, 


thief, life. 


v. 




foot, 


Mr. Brown 



POSSESSIVE FORMS OF NOUNS. 75 



leaf, knife, 

woman, tooth, 

Tell how the nouns of each class form the plural, f 

Name three nouns that have the same form in both numbers. 

DICTATION EXERCISE. 

i. Butterflies have short lives. 

2. Two families have already engaged rooms for the summer. 

3. The thieves escaped. 

4. The chimneys of three cities are in sight. 

5. The hills and valleys are bright with autumn leaves. 

6. Monkeys are found in the forests of Central America. 

7. The streams of Holland furnish no water-power, but the 
thrifty Dutch make windmills perform all kinds of work. 

8. The lilies are waving in the meadows. 



LESSON XLII. 

POSSESSIVE FORMS OF NOUNS. 



1. A child came to meet us. 

2. The child's eyes were blue. 



* Messrs. Brown or Mr. Browns. 

f To the Teacher. — Lead the pupil to form his own rules. Rules for reference 
are given on page 184. 



76 LESSONS IN ENGLISH. 



3. David stood by the gate. 

4. Have you seen David's knife ? 

Name the subject and the predicate in each sentence. 

What words in these sentences have more than one form ? How does 
the second form of each word differ from the first form ? What is the 
office of the word child's ? Of the word David's ? What are these 
forms of the noun called? How is the possessive of singular nouns 
formed ? * 

i. Two sailors came to the meeting. 

2. Sailors' lives are full of peril. 

3. Where are the boys ? 

4. The boys' sleds have come. 

What is the subject of the verb came ? In what number is the word 
sailors ? 

What is the office of the word sailors' in the second sentence ? 

Find a plural noun in the third sentence. What form does this word 
have in the fourth sentence ? With what letter do the words sailors 
and boys end? 

What do we add to plural nouns ending in s to form the possessive ? * 

i. Mr. Brown sells men's clothing. 
2. Children's voices are sweet. 

What is the office of the word men's ? Of the word children's ? 
What has been added to each word? 

What do we add to plural nouns not ending in s, to denote posses- 
sion ? * 

* See page 185, or see pages 73-76, Part II. 



COMPOUND POSSESSIVES. 77 

DICTATION EXERCISE. 

1. Yonder is a robin's nest. 

2. Call at the grocer's, and order three pounds of sweet 
potatoes. 

3. Edwin's sister stopped at Mrs. Hunt's. 

4. We have new styles in ladies' and children's suits. 

5. Where is the yesterday's paper ? 

6. The grocers' and butchers' shops were filled with cus- 
tomers. 

7. See whether the word is in Webster's dictionary. 

8. Edith's and Emma's exercises are neatly written. 

9. Where is James's hat ? 

10. Charles's brother has gone to Montreal. 



LESSON XLIII. 

COMPOUND POSSESSIVES. 

1. Smith & Blake's store closes at six o'clock. 

2. The dress was bought at Lord & Taylor's. 

What does the first statement tell ? Whose store closes at six o'clock f 
Why are the apostrophe and s added to the name of the firm ? 

Read the second sentence, supplying the word omitted at the end. 
What firm is mentioned in this sentence ? Of how many words is the 
name of the firm composed ? Which word has the possessive form ? 

When a name is composed of two or more words, add 
the possessive sign to the last word only. 



78 



LESSONS IN ENGLISH. 



WRITTEN EXERCISES. 
I. 

Copy these sentences, and underline the names of the firms : - 

i. Ward & Howland's window is filled with Christmas toys. 

2. Our new carriage was made at Stone & Morton's. 

3. Clark & Co.'s bill came this morning. 

4. The strangers are staying at Hill & Wood's. 

5. You will find good umbrellas at Howard & Sons'. 

6. Have you seen Davis Brothers' new catalogue ? 

11. 

1 . Write the names of five prominent business firms. 

2. Use in sentences the possessive forms of those names. 



LESSON XLIV. 



MASCULINE AND FEMININE NOUNS. 



man, 


woman, 


lion, 


lioness, 


nephew, 


niece, 


master, 


mistress, 


husband, 


wife, 


host, 


hostess, 


king, 


queen, 


heir, 


heiress, 


widower, 


widow, 


emperor, 


empress, 


father, 


mother, 


prince, 


princess, 


Francis, 


Frances, 


hero, 


heroine, 


Jesse, 


Jessie, 


man-servant, 


maid-servant 



Which words in the foregoing list denote males? Which denote 
females ? 

A noun that denotes a male is said to be of the masculine gen- 
der ; as, man, brother. 



MASCULINE AND FEMININE NOUNS. 79 

A noun that denotes a female is said to be of the feminine gen- 
der ; as, woman, girl. 

The gender of nouns is distinguished in three ways : — 
i. By different words; as, man, woman. 

2. By different endings; as, heir, heiress. 

3. By prefixing words indicating the sex ; as, man-servant, maid- 
servant. 

A noun that may denote either a male or a female is said to be of 
the common gender ; as, cottsin, parent, friend. 

A noun that names a thing neither male nor female is said to be of 
the neuter gender ; as, pen, house, river. 

Point out the masculine, the feminine, and the neuter nouns, and tell 
which nouns in these sentences may denote either males or females : — 

1. Your little son, madam, has brought you a fortune. 

2. The woman gave the children a kind greeting. 

3. The king was surrounded by enemies. 

4. Sir, I beg your pardon. 

5. The landlord provided for the comfort of his guests. 

6. Two horsemen were seen on the bridge. 

7. We were kindly received by the hostess. 

8. The slave escaped from a cruel master. 

9. Jesse found a quail's nest. 
10. Did you speak to the boy ? 

WRITTEN EXERCISES. 

i. Write sentences containing the feminine of the folloiving 
nouns : — 

nephew, brother, heir, hero, 

Francis, lion, emperor, man-servant. 



80 LESSONS IN ENGLISH. 

2. Write sentences containing the masculine of the following 
nouns : — 

queen, aunt, lioness, heroine, 

Jessie, mistress, bride, landlady. 

3 Write five sentences containing nouns which may denote 
either males or females. 

4. Write five sentences containing nouns of the neuter gender. 



LESSON XLV. 

COMPOSITION. 

Compare any two of the following, and state clearly some of the 
most striking points of resemblance and difference in their struc- 
ture, habits, or uses : — 

Butterflies and Moths, Crabs and Lobsters, 

Toads and Frogs, Alligators and Crocodiles, 

Snakes and Eels, Rabbits and Hares, 

Clams and Oysters, Goats and Sheep. 

Model. -BUTTERFLIES AND MOTHS. 

Butterflies and moths when flying look very much alike. 
Butterflies fly only in the daytime, however, while most moths 
fly at night. 

Both butterflies and moths have four wings. When a butter- 
fly is at rest, it holds its wings erect. When a moth is at rest, 
its wings are folded over the body like a flat roof. 



PERSONAL PRONOUNS. 81 

Butterflies have thread-like feelers, knobbed or club-shaped at 
the ends. Moths have thread-like or feathered feelers, tapering 
at each end. 

PRONOUNCING EXERCISE. 

Pronotmce : — 

[Sound e, ea, ee, and ei in these words like e in be.] 

peony, bleat, creek, leisure. 

[Sound al, i, e, and ee, like i in in.] 

curtain, bargain, mountain, stint, pretty, 

certain, villain, fountain, district, been. 

[Sound I like i in Ice.] 

biography, biographical, bronchitis, tiny. 



LESSON XLVL 

PERSONAL PRONOUNS. 

i. I hear the bell." 

2. Have you seen the boy ? 

3. He came this morning. 

Which of the pronouns above is used for the name of the person 
speaking? For the name of a person spoken to? For the name of a 
person spoken of? 

A pronoun that shows by its form whether the person speaking is 
meant, the person spoken to, or the person or thing spoken of, is called 
a personal pronoun. 



82 LESSONS IN ENGLISH. 



A pronoun that denotes the person speaking is said to be in the first 
person. 

A pronoun that denotes a person spoken to is said to be in the 
second person. 

A pronoun that denotes a person or a thing spoken of is said to be in 
the third person. 

In what person is the pronoun / ? he ? she ? it ? you ? we ? they ? 

When is a word said to be in the singular number? When in the 
plural number? Name two pronouns of the singular number. Name 
two of the plural number. 

WRITTEN EXERCISE. 

Write the follotving pronouns in columns. Arrange the pro- 
nouns of each person in two columns each. Place the pronouns 
of the singular number in the first column and the pronouns of 
the plural number in the second column ; th?cs, — 



FIRST PERSON. 


SECOND PERSON. THIRD PERSON. 


Singular. 


Plural. 


Singular. 


Plural. Singular. Plural. 


I, 


we, 


thou, 


ye 


he 


they, 


etc. 


etc. 


etc. 


etc. 


etc. 


etc. 


I, 


their, 


she, 


yours, 




us, 


thou, 


my, 


them, 


hers, 




you, 


he, 


thy, 


mine, 


ourselves, 




its, 


they, 


him, 


thine, 


me, 




himself, 


we, 


theirs, 


her, 


thee, 




yourselves, 


ye, 


our, 


myself, 


it, 




herself, 


his, 


your, 


ours, 


yourself, 




itself. 



Note. — The pronouns formed by adding self ot selves to the simple personal pro- 
nouns are called compound personal pronouns. 



GENDER FORMS OF PRONOUNS. 83 

LESSON XLVII. 

GENDER FORMS OF PRONOUNS. 

i. She surprised her friends. 

2. He closed the book, and laid it upon the table. 

3. Two of his brothers were with him. 

4. The river overflowed its banks. 

Name the pronouns in these sentences, and tell which denote males, 
which denote females, and which denote things neither male nor female. 

Of what gender are nouns or pronouns that denote males ? Those 
that denote females? Those that denote things neither male nor 
female ? 

The masculine pronouns are he, his, him, and himself. 

The feminine pronouns are she, her, hers, and herself. 

The neuter pronouns are it, its, and itself. 

The masculine pronoun is generally used to refer to a noun which 
may denote a person of either sex ; as, — 

Every pupil must do his own thinking. 

The masculine pronoun is used in referring to animals or things that 
are supposed to possess masculine qualities, and the feminine pronoun 
is used in referring to animals or things that are supposed to possess 
feminine qualities ; as, — 

The lion springs upon his prey. 
The nightingale began her song. 
The moon is at her full. 



84 LESSONS IN ENGLISH. 

The neuter pronoun is often used to refer to animals or to young 
children, in cases where the sex is of no importance ; as, — 

The camel kneels to receive its burden. 
The child closed its eyes. 

WRITTEN EXERCISE. 

Copy the following sentences, and underline the pronouns and 
the nouns to which they refer: — 

i. Earth with her thousand voices praises God. 

2. Every person should strive to do his best. 

3. The eagle soared above his nest. 

4. " How glorious, through his depths of light, 

Rolls the majestic sun ! " 

5. The deer left her delicate foot-print in the soft mould. 

6. The bear broke away from his keeper. 

7. " The sea is mighty, but a mightier sways 

His restless billows." 

8. " The merry lark, he soars on high, 

No worldly thought o'ertakes him ; 
He sings aloud to the clear blue sky, 

And the daylight that awakes him. 
As sweet a lay, as loud, as gay, 

The nightingale is trilling ; 
With feeling bliss, no less than his, 

Her little heart is thrilling." 



NOMINATIVE FORMS OF PRONOUNS. 85 

LESSON XLVIII. 

NOMINATIVE FORMS OF PRONOUNS. 

i. We walked to the beach. 

2. She joined the children. 

3. They are gathering pebbles. 

What word makes the assertion in the first sentence ? What is the 
subject of the verb walked? 

Who joined the children? What is the subject of joined? 

What does the third sentence tell? What is the subject of the verb? 

Name the pronouns above that are used as the subjects of verbs. 

The form of a pronoun that is used as the subject of a verb is called 
the nominative form. 

WRITTEN EXERCISES. 

Copy the following sentences, and underline the verbs and the 
pronouns which are used as the subjects of verbs : — 

i. We came to a point where four paths met. 

2. You surprised us. 

3. He stood before the fire. 

4. They listened to his story. 

5. O silvery streamlet of the field, thou flowest full and free. 

6. It stands in an open field. 

7. She gathered the flowers in the garden. 

8. Ye are of more value than many sparrows. 



86 LESSONS IN ENGLISH. 



Use each of the following pronouns in a sentence, as the subject 
of a verb : — 

I, he, you, it, 

we, ye, she, they. 



LESSON XLIX. 

OBJECTIVE FORMS OF PRONOUNS. 

i. The flowers were sent to Alice and me. 

2. The flowers were sent to us. 

3. Margaret reached the door before we saw her. 

What does the first sentence tell ? For whose name is me used ? 
What is the object of to in the second"sentence ? 
To what does her refer in the third sentence ? Of what is her the 
object? 

i. Henry stepped softly, but we heard him. 
2. Your friends called, but I did not see them. 

What is the subject of the verb heard? What is its object? 

What is the subject of the verb called? Name the subject of the 
second verb. Name its object. To what does them refer? 

The form of a pronoun used as the object of a verb or of a preposi- 
tion is called the objective form. 

Mention the pronouns in the foregoing sentences that have the objec- 
tive form. 



POSSESSIVE FORMS OF PRONOUNS. 87 

WRITTEN EXERCISES. 
I. 

Use each of the following pronouns in a sentence, as the object 
of a verb or of a preposition : — 

me, thee, him, her, 

us, you, them, it. 

ii. 

Write five sentences containing pronotms used as the subjects 
of verbs. 



LESSON L. 

POSSESSIVE FORMS OF PRONOUNS. 

Read the following sentences, and point out the words that denote 
possession. Tell which forms are used with nouns, and which forms 
are used when no noun follows the possessive : — 

i. That is my book. 

2. The book is mine. 

3. We lost our hats. 

4. These hats are ours. 

5. I will bring your coat. 

6. Are these gloves yours. 

7. Her picture did not come. 

8. This package is hers. 

9. Fred went with his father. 

10. Just here the boat made its appearance. 



88 LESSONS IN ENGLISH. 



1 1. The girls have finished their work. 

12. Are these books theirs ? 

The form of a pronoun used to denote possession is called the pos- 
sessive form. 

WRITTEN EXERCISE. 

Write sentences containing the follozving possessive forms : — 

her. 
hers, 

its. 

Note. — Never use the apostrophe with these possessive forms. 

Copy and learn the following : — 

FORMS OF PERSONAL PRONOUNS. 
I, FIRST PERSON. 



my, 


your, thy, 


our, 


mine, 


yours, thine, 


ours, 


their, 


theirs, 


his, 





Singular. 




Plural. 


Nom. 


I, 


Nom. 


we, 


Poss. 


my, or mine, 


Poss. 


our, or ours, 


Obj. 


me. 


Obj. 


us. 




THOU, 


SECOND PERSON. 






Singular. 




Plural. 


Nom. 


thou, 


Nom. 


ye, or you, 


Poss. 


thy, or thine, 


Poss. 


your, or yours, 


Obj. 


thee. 


Obj. 


you. 



Note. — The plural pronoun you is used, in ordinary speech, whether one or 
more than one person is addressed; as, — 

Henry, you are right. 
Gentlemen, you were deceived. 



ADJECTIVE PRONOUNS. 89 





HE, 


THIRD 


PERSON, 


MASCULINE. 




Singular. 








Plural. 


Nom. 


he, 






Nom. 


they, 


Poss. 


his, 






Poss. 


their, or theirs, 


Obj. 


him. 






Obj. 


them. 




SHE, 


THIRD 


PERSON 


, FEMININE. 




Singular. 








Plural. 


Nom. 


she, 






Nom. 


they, 


Poss. 


her, or hers, 




Poss. 


their, or theirs, 


Obj. 


her. 






Obj. 


them. 




IT, 


THIRD 


PERSON 


, NEUTER. 




Singular. 








Plural. 


Nom. 


it, 






Nom. 


they, 


Poss. 


its, 






Poss. 


their, or theirs, 


Obj. 


it. 






Obj. 


them. 



LESSON LI. 

ADJECTIVE PRONOUNS. 

i. Many persons were disappointed. 

2. Many were disappointed. 

3. This is the house. 

4. Speak kindly to all. 

What is the office of many in the first sentence ? What does many 
stand for in the second sentence ? What is the subject of the verb in 
this sentence? 



90 LESSONS IN ENGLISH. 

What is the subject of the verb in the third sentence ? What does 
this stand for? 

What is the object of the preposition to ? What does all stand for? 
Give a sentence in which all is used as an adjective. 

A word that may be used as an adjective or as a pronoun is called an 
adjective pronoun. 

Point out the adjective pronouns in these sentences, and tell whether 
they are used as subjects or objects : — 

i. Many doubted the speaker's words. 



Only a few were invited. 

I expected to see only one of the sisters, but both came. 

Some amused themselves with games. 

That is the larger trunk, but this is the heavier one. 



WRITTEN EXERCISES. 



Write sentences containing the following words used as ad- 
jective pronouns : — 

several, some, any, many, all, 

each, both, one, either,^ few, 

this, other, that, neither, these. 

Example. — Several were unable to procure tickets. 



ii. 



Write sentences containing the following words used as ad- 
jectives : — 

several, some, this, all, few, 

each, one, that, these, many. 

Example. -Several persons left the room. 



REVIEW. 91 

LESSON LII. 

REVIEW. 

What is a personal pronoun? Name five personal pronouns. 

When is a pronoun said to be in the first person? Give an example. 

When is a pronoun said to be in the third person ? Mention three 
pronouns that are in the third person. 

What is a masculine pronoun ? Name the masculine pronouns. 

What is a feminine pronoun? Name the feminine pronouns. 

What is a neuter pronoun ? Give an example. 

When is a pronoun of the singular number? When of the plural 
number? 

How many forms has the pronoun I? Give the different forms, and 
tell how each is used. 

WRITTEN EXERCISES. 
I. 

Use in a sentence the nominative form of a personal pronoun 
in — 

i. The first person, plural. 

2. The second person, singular. 

3. The second person, plural, old form. 

4. The second person, plural, common form. 

5. The third person, singular, masculine. 

6. The third person, singular, feminine. 

7. The third person, singular, neuter. 

8. The third person, plural. 

11. 

Use in a sentence the objective form of a personal pronoun in — 



92 LESSONS IN ENGLISH. 



i. The first person, singular. 

2. The first person, plural. 

3. The second person, singular. 

4. The third person, singular, masculine. 

5. The third person, singular, feminine. 

6. The third person, plural. 

in 

Use in a sentence the possessive form of a personal pronoun 

1. The first person, singular. 

2. The first person, plural. 

3. The second person, plural. 

4. The third person, singular, masculine. 

5. The third person, singular, feminine. 

6. The third person, singular, neuter. 

7. The third person, plural. 

IV. 

Write the plural of — 

I, thou, he, she, it. 

v. 

Write the plural of — 

me, thee, him, her, it. 

VI. 

Write the plural of — 

my, thy, her, his, 

mine, thine, hers, its. 



STUDY OF SELECTION. 93 



LESSON LIII. 

STUDY OF SELECTION. 

ROBERT OF LINCOLN. 
I. 
Merrily swinging on brier and weed, 
Near to the nest of his little dame, 
Over the mountain-side or mead, 

Robert of Lincoln is telling his name : 
Bob -o'- link, bob -o'- link, 
Spink, spank, spink ; 
Snug and safe is that nest of ours, 
Hidden among the summer flowers. 
Chee, chee, chee. 

ii. 

Robert of Lincoln is gayly drest, 

Wearing a bright black wedding coat ; 
White are his shoulders and white his crest, 
Hear him call in his merry note : 
Bob -o'- link, bob -o'- link, 
Spink, spank, spink ; 
Look, what a nice new coat is mine, 
Sure there was never a bird so fine. 
Chee, chee, chee. 

in. 

Robert of Lincoln's Quaker wife, 

Pretty and quiet, with plain brown wings, 



LESSONS IN ENGLISH. 



Passing at home a patient life, 

Broods in the grass while her husband sings 
Bob-o'-link, bob-o'-link, 
Spink, spank, spink ; 
Brood, kind creature ; you need not fear 
Thieves and robbers while I am here. 
Chee, chee, chee. 



Modest and shy as a nun is she ; 

One weak chirp is her only note. 
Braggart and prince of braggarts is he, 
Pouring boasts from his little throat : 
Bob-o'-link, bob-o'-link, 
Spink, spank, spink ; 
Never was I afraid of man ; 
Catch me, cowardly knaves, if you can. 
Chee, chee, chee. 



Six white eggs on a bed of hay, 

Flecked with purple, a pretty sight ! 
There as the mother sits all day, 

Robert is singing with all his might : 
Bob-o'-link, bob-o'-link, 
Spink, spank, spink ; 
Nice good wife, that never goes out, 
Keeping house while I frolic about. 
Chee, chee, chee. 



STUDY OF SELECTION. 95 



Soon as the little ones chip the shell, 
Six wide mouths are open for food ; 
Robert of Lincoln bestirs him well, 
Gathering seeds for the hungry brood. 
Bob -o'- link, bob -o'- link, 
Spink, spank, spink ; 
This new life is likely to be 
Hard for a gay young fellow like me. 
Chee, chee, chee. 



Robert of Lincoln at length is made 

Sober with work, and silent with care 
Off is his holiday garment laid, 
Half-forgotten that merry air, — 
Bob -0'- link, bob -o'- link, 
Spink, spank, spink ; 
Nobody knows but my mate and I 
Where our nest and our nestlings lie. 
Chee, chee, chee. 



Summer wanes ; the children are grown 

Fun and frolic no more he knows ; 
Robert of Lincoln's a humdrum crone ; 
Off he flies, and we sing as he goes : 
Bob-o'-link, bob-o'-link, 
Spink, spank, spink ; 



96 LESSONS IN ENGLISH. 

When you can pipe that merry old strain, 
Robert of Lincoln, come back again. 
Chee, chee, chee. 

William Cullen Bryant. 

What is the poem about? 

Read the first stanza. Where was Robert of Lincoln? What was 
he doing? What word would be used in prose instead of mead? What 
do the fifth and sixth lines tell? What are the two following lines about ? 
What is meant by the nest's being snug? What is meant by its being 
safe ? What are the closing words of the song ? 

Read the second stanza. What does the first line tell ? What is the 
use of the second and third lines ? What is meant by his crest ? What 
is the hearer requested to do in the fourth line? What is the song 
about ? 

Read the third stanza. What are the first four lines about? Why is 
she called a Quaker wife? Which words describe her appearance? 
What does the wife do ? Where does she brood ? What does her hus- 
band sing to her? 

Read the fourth stanza. What are contrasted in the first four lines ? 
To what is the wife compared ? What is said about her singing ? What 
is the husband called ? What are his words ? 

Read the fifth stanza. How many eggs are spoken of? Of what color 
were they? What did the mother do all day? What did Robert do? 

Read the sixth stanza. What is the meaning of chip ? What hap- 
pened when the shells were chipped? What did Robert do then? 
What was his song now? 

Read the seventh stanza. How did the work and care affect Robert ? 
What is meant by laying off his holiday garment ? 

Ans. Changing his color. 

What was half- forgotten? What is meant by mate in the seventh 
line? By nestlings in the eighth line? 



COMPOSITION. 97 

Read the last stanza. What is the first statement? What is the 
meaning of wanes ? What is the second statement ? The third ? To 
what does he refer in the second line ? What is Robert called in the 
third line? Where does he go? When shall we welcome him back? 

WRITTEN EXERCISE. 

Copy the poem. Arrange the lines as they are arranged in 
your book. 



LESSON LIV. 

COMPOSITION. 

Write about Robert of Lincoln* 

hints. — Tell where Robert of Lincoln sings, and what he 
says in his song. Describe his appearance. Describe his wife, 
and tell what she does. Tell about the little ones. Tell about 
Robert's work and his departure. 

PRONOUNCING EXERCISE. 

Pronounce : — 

[Sound a and 6 in these words like 6 in not.] 

what, hog, bonnet, chocolate, 

wand, log, sonnet, orange. 

[Give 5 a medium sound between o as in not and a as in fall.] 

song, cloth, cost, office, 

strong, soft, coffee, often. 



98 LESSONS IN ENGLISH. 

LESSON LV. 

SINGULAR AND PLURAL FORMS OF VERBS. 

i. The camel bears heavy burdens. 

2. Camels bear heavy burdens. 

3. The boat moves slowly. 

4. The boats move slowly. 

Mention the verb in each sentence and name its subject. 

Which verbs have singular subjects? Which have plural subjects? 
How do the verbs used with the singular subjects differ in form from 
those used with the plural subjects? 

The form of a -erb used with a singular subject is called the 
singular form. 

The form of a v used with a plural subject is called the plural 
form. 

Verbs used with singular subjects in the third person 
sometimes add s or es, to form the singular ; as, walk, walks ; 
go, goes. 

A few verbs have special forms for singular and plural 
subj ects ; as, — 

He is here. He was there. 

They are here. They were there. 

He has the book. 

They have the book. 

Some verbs have special forms for the different persons . 
as, — 

I have, thou hast, he has, 

I am, thou art, he is. 



SINGULAR AND PLURAL FORMS OF VERBS. 99 

i. Agnes or Edith has the book. 

2. Agnes and Edith are in the garden. 

3. Neither he nor she knows the way. 

4. He and she were at home. 

Who has the book? 

Ans. Agnes has it, or Edith has it. 

How many subjects has the verb are? About whom is the assertion 
made? 

What is the meaning of the third sentence ? Of the fourth sentence ? 

Which verbs in the foregoing sentences are singular? Which are 
plural ? How many subjects has each verb ? What words connect the 
subjects of the plural verbs? What words connect the subjects of 
the singular verbs? 

Use the plural form of the verb with two singular sub- 
jects connected by and. 

Use the singular form of the verb with two singular sub- 
jects connected by or or nor. 

i. The congregation was large. 

2. The congregation were attentive. 

What is congregation the name of? In which of these two sentences 
do you think of the collection of persons as a whole ? In which do you 
think of the separate individuals in the collection ? What form of the verb 
is used with the first noun ? What form is used with the second noun ? 

Use the singular form of the verb with a noun naming 
a collection, when the collection as a whole is thought of; 
use the plural form of the verb, when the separate individ- 
uals in the collection are thought of. 



live, 


comes, 


tells, 


make, 


builds, 


come, 



are, 


were, 


moves, 


go. 


was, 


goes. 



100 LESSONS IN ENGLISH. 

WRITTEN EXERCISES. 

Use the following verbs correctly in sentences 

rides, 
hast, 
has, 

n. 

Write the sentences containing the following, used correctly as 
subjects of singular verbs : — 

September, army, Ralph or his brother, 

window, class, neither Helen nor Anna, 

nephew, jury, either he or she. 

in. 

Write sentences containing the following, used correctly as sub- 
jects of plural verbs : — 

caterpillars, family, the horse and his rider, 

houses, army, the house and lot, 

railroads, committee, sun and rain. 



LESSON LVI. 

TIME EXPRESSED BY VERBS. 

i. I see a picture. 3. I saw the boat. 

2. I hear the bell. 4. We heard music. 



TIME EXPRESSED BY VERBS. 101 

5. We shall ask for the book, 
e. He will return the ticket. 

Tell what time each verb expresses, in the foregoing sentences. 

What form of the verb see asserts something in present time ? What 
form asserts something in past time ? How many forms has the verb 
hear ? 

What word is used with ask, to assert a future action ? What word 
is used with return, to assert a future action? 

Note. — A verb that helps another verb to express its meaning is called an 
auxiliary verb. 

A verb that asserts something in present time is said to be in the 
present tense. 

A verb that asserts something in past time is said to be in the past 
tense. 

A verb that asserts something in future time is said to be in the 
future tense. 

Mention the verbs in the following sentences, and tell what time each 
expresses : — 

i. We sailed down the bay. 

2. The sun will ripen the fruit. 

3. The tiger belongs to the cat tribe. 

4. I shall finish the work this evening. 

5. She sat near the window. 

6. The lamp gave a dim light. 

WRITTEN EXERCISES. 
I. 

Write sentences, using the following verbs in the present 
tense : — 



102 LESSONS IN ENGLISH. 

walk, sm g> shine, forget, 

see, hear, follow, read. 
ii. 

Write sentences, using the folloiving verbs in the past tense , 

live, stand, discover, give, 

sell, fold, break, look. 
in. 

Write sentences, using the following verbs in the future tense 

walk, hear, see, sell, 

fold, break, read, forget. 



LESSON LVII. 

REGULAR AND IRREGULAR VERBS. 

Tell how the past tenses of these verbs are formed : — 

PRESENT. PAST. 

walk, walked, 

play, played, 

move, moved. 

A verb that forms the past tense by adding ed or d to the present is 
called a regular verb ; as, walk, walked ; move, moved. 

Tell how the past tenses of these words are formed : — 

PRESENT. PAST. 

see, saw, 

come, came, 

do, did. 



PARTICIPLES. 



103 



A verb that does not form the past tense by adding ed or d to the 
present is called an irregular verb ; as, come, came ; do, did. 

WRITTEN EXERCISE. 

Write in one column the verbs below that express present time, 
and in another column those that express past time, and then 
mark the regular and irregular verbs as follows : — 

PRESENT. 

Regular. march, 
Irregular, begin, 

walk, 

walked, 

freeze, 

froze, 

give, 

gave, 

go, 
went, 



march, 


plant, 


marched, 


planted, 


begin, 


do, 


began, 


did, 


break, 


fly, 


broke, 


flew, 


come, 


forget, 


came, 


forgot, 



PAST. 




marched. 




began. 




live, 


move, 


lived, 


moved, 


know, 


write, 


knew, 


wrote, 


see, 


catch, 


saw, 


caught, 


take, 


hear, 


took, 


heard. 



LESSON LVIII. 

PARTICIPLES. 

Some forms of the verb do not assert, but assume or imply certain 
actions ; as, — 

1. We met a boy leading a horse. 

2. Hearing his name, Henry turned quickly. 

3. The tree, broken by the wind, fell to the ground. 



104 LESSONS IN ENGLISH. 

Tell what words in the foregoing sentences assert, and what words 
assume, that certain actions have taken place. What does leading de- 
scribe ? 

Leading is part adjective and part verb. As an adjective it describes 
boy, and as a verb it takes an object. 

How is hearing like an adjective? How is it like a verb? 

Of what verb is leading a form ? Hearing ? Broken ? 

Words like leading, hearing, and broken, which are part adjective and 
part verb, are called participles. 

A participle that denotes unfinished action is called a present par- 
ticiple ; as, breaking, writing. 

A participle that denotes finished action is called a past participle ; 
as, broken, written. 

Read the following sentences, and tell the use of each word in 
Italics : — 

1. Opening her eyes, she saw the bright sunshine. 

2. The clouds, gathering in the east, warned us of the coming 
rain. 

3. Taking a key from his pocket, he unlocked the chest. 

4. The traveller, fatigued by his journey, slept soundly. 

5. She rose, trembling with fear, to unbar the door. 

6. Entering the room, he found the captain sitting alone. 

7. Toiling, rejoicing, sorrowing, 
Onward through life he goes. 

WRITTEN EXERCISES. 
I. 

Copy these verbs, and add ing to each, to form the present par- 
ticiple : — 



PARTICIPLES. 



105 



bend, 


find, 


speak, 


wear, 


break, 


go, 


stand, 


walk, 


bring, 


grow, 


sweep, 


talk, 


build, 


show, 


teach, 


march, 


buy, 


sing, 


tear, 


wish, 


do, 


sleep, 


throw, 


tell. 




Example. - 


-bend, bending. 





Copy the past participles in the following list, and write oppo- 
site each the verb from which it is derived : — 



broken, 


grown, 


stood, 


told, 


brought, 


made, 


swept, 


thrown, 


done, 


sung, 


taken, 


written, 


found, 


slept, 


taught, 


walked, 


gone, 


spoken, 


torn, 


marched. 


Examples. — broken 


from break, 






brought from bring. 





PRONOUNCING EXERCISE. 

Pronounce : — 

[Sound 5 in these words like o in note.] 

stone, forge, home, sword, wholesome, 

whole, fSrgery, h5mely, wSn't, only. 

[Sound 6 and 6e in these words like o in ton.] 

done, doth, none, some, mother, 

does, dost, nothing, cover, wonder. 



LESSONS IN ENGLISH. 



LESSON LIX. 

COMPOSITION. 

PICTURES IN POEMS. 

" Goldenhair climbed up on Grandpapa's knee ; 
Dear little Goldenhair ! tired was she, 
All the day busy as busy could be." 

When you read these lines, what persons do you see? Where is 
"Grandpapa" — in the house or outdoors? Is he walking, standing, 
or sitting? Is he large or small, young or old? Of what color is his 
hair ? Does he look cross, or has he a kind, pleasant face ? 

Describe the little girl. How old is she? Of what color are her 
eyes and her hair? What do you see "Goldenhair" do? How does 
"Grandpapa" receive her? 

WRITTEN EXERCISES. 

Study carefully the following extracts, and then give full de- 
scriptions of the pictures which you see in each : — 

i. 

" Somewhat back from the village street 
Stands the old-fashioned country seat. 
Across its antique portico 
Tall poplar-trees their shadows throw." 

ii. 

" The little bird sits at his door in the sun, 
Atilt, like a blossom, among the leaves." 



COMPOSITION. 107 



Before her home, in her accustomed seat, 
The tidy gran dam spins beneath the shade 

Of the old honeysuckle ; at her feet 

The dreaming pug, and purring tabby laid ; 

To her low chair a little maiden clings, 

And spells in silence, — while the blackbird sings. 



Heaped in the hollows of the grove, the autumn leaves lie 

dead ; 
They rustle to the eddying gust, and to the rabbit's tread." 

v. 

Our bugles sang truce ; for the night-cloud had lowered, 
And the sentinel stars set their watch in the sky ; 

And thousands had sunk on the ground overpowered, — 
The weary to sleep, and the wounded to die." 



" Woodman, spare that tree ! 

Touch not a single bough ! 
In youth it sheltered me, 

And I'll protect it now. 
'Twas my forefather's hand 

That placed it near his cot 
Then, woodman, let it stand, 

Thy axe shall harm it not ! 



108 LESSONS IN ENGLISH. 



LESSON LX. 

FORMS OF WHITE. 

The Principal Parts of a verb are the forms from which the other 
parts are derived ; as, — 

PT?lrWNT p As . T PRESENT PAST 

PRESENT. PAST. PARTICIPLE. PARTICIPLE. 

write, wrote, writing, written. 

Read these sentences, and tell what time each verb denotes : — 

1. I write the names. 

2. He wrote the names. 

3. I shall write the letter to-night. 

4. He will write the notice. 

What form of write expresses an action in present time ? What form 
expresses an action in past time ? What words are used with write to 
denote future actions? 

i. I have written the letter. 

2. She had written her name in the book. 

3. They will have written before they receive our 
telegram. 

What form of write is used with have ? With had? With zvill have ? 

Have written denotes the act of writing as completed at the present 
time. 

Had written denotes the act of writing as having been completed 
before some past time. 



FORMS OF WRITE. 109 

Will have written denotes that the act of writing will be completed 
before some future time. 

1. He is writing a letter. 

2. They are writing the invitations. 

a She was writing when I entered the room. 
4. The pupils were writing their lesson. 

In these sentences the verbs denote the act of writing as going on 
or progressing in the present time, or as having progressed in some past 
time. These are called progressive forms of the verb. 

What form of write is used in these sentences ? What four words are 
used with that form ? Is, are, was, and were are forms of the verb be. 

The progressive form of a verb is made up of the present 
participle of that verb with some form of the verb be, 

i. This name is written plainly. 

2. The names are written in the book. 

3. The letter was written last Tuesday. * 

4. The stories were written by the pupils. 

What do we call the form of the verb which represents its subject as 
being acted upon ? * 

What form of the verb write is used in these passive forms? 

The passive form of a verb is made up of the past par- 
ticiple of that verb with some form of the verb be. 

Do not use the past form of a verb with have, has, had, 
is, are, was, or were. 



See Lesson XX. p. 37. 



110 LESSONS IN ENGLISH. 

WRITTEN EXERCISES. 
I. 

Change these sentences, making the verbs express past time : — 

i. We write our names on every exercise. 

2. He writes home once a week. 

3. She writes in her diary every night. 

4. They write for the daily papers. 

5. He is writing a story for young people. 

6. They are writing to their old subscribers. 

Example. — We wrote our names on every exercise. 

11. 

Copy the following sentences, and fill the blanks with the cor- 
rect form of write : — 

1. Charles has two letters. 

2. He had his name on the paper before he discovered 

the mistake. 

3. The girls have to their father. 

4. The name is in small letters. 

5. The notice was by a stranger. 

6. The doctor the prescription. 

7. I shall to her parents as soon as I hear from you. 

8. Mrs. Stowe " Uncle Tom's Cabin." 

9. He will to the publishers for a copy of the book. 

10. They have twice about the house. 

1 1. Our sentences should be with care. 

12. as you would speak. 

13. The address is on the package. 



BLOW; DO; COME; SEE. 



Ill 



LESSON LXI. 



BLOW; DO: COME: SEE. 



RESENT. 


PAST. 


PRESENT 
PARTICIPLE. 


PAST 
PARTICIPLE. 


blow, 


blew, 


blowing, 


blown. 


do, 


did, 


doing, 


done. 


come, 


came, 


coming, 


come. 


see. 


saw, 


seeing, 


seen. 



Mention some object which you see at the present time. What did 
you see last week? What have you seen this morning? Use some form 
of see with has; with had. 

In the sentence, " Do your work carefully," what word expresses the 
action? Tell how many examples you did yesterday. Tell how many 
you have done to-day. What form of do should be used with has? 

At what time did you come to school this morning ? Use some form 
of come with had. 

How does the wind blow ? Use some form of blow with yesterday. 

WRITTEN EXERCISES. 



Chaiige the following sentences, making each express past 
time ; — 

i. The wind blows hard to-night. 

2. I see your brother every evening. 

3. The man does his work well. 

4. He does wrong to use the boat without permission. 

5. The teacher comes early in the evening. 



112 



LESSONS IN ENGLISH. 



6. I see that you like the work. 

7. The whistles blow at seven o'clock. 

8. She sees what is to be done, and does the work neatly. 

Example. — The wind blew hard last night. 



Write sentences showing the correct use of the following 
verbs : — 



is blowing, 
has done, 
will come, 
was seen, 



have seen, 
were doing, 
has blown, 
will see. 



have done, 
had seen, 
have come, 
was done. 



LESSON LXII. 



BREAK; GO; HEAR; KNOW. 



PRESENT. 


PAST. 


PRESENT 
PARTICIPLE. 


PAST 
PARTICIPLE. 


break, 


broke, 


breaking, 


broken. 


go, 


went, 


going, 


gone. 


hear, 


heard, 


hearing, 


heard. 


know, 


knew, 


knowing, 


known. 



Listen I do you hear anything ? Tell what you hear now. Tell what 
you heard last night. 

Tell one thing that you know. Use some form of know with yester- 
day. Use some form of know with have. 



BREAK; GO; HEAR; KNOW. 113 

Name some place where you like to go. When did you go there 
last? 

Did you ever break anything? What did you break? Mention 
some of your playthings that are broken. When were they broken ? 

WRITTEN EXERCISES. 



Use the following verbs 


correctly in sentences : — 


was broken, 


goes, 


is going, 


have gone, 


hears, 


was known, 


will hear, 


broke, 


has heard, 


had known, 


went, 


had heard. 



Copy the following sentences, filling the blanks with some form 
of break, go, hear, or know : — 

i. My pencil is . 

2. The boys are not at home ; they have to the river. 

3. He is an old friend. I have him a long time. 

4. I the General from his resemblance to the portrait. 

5. I the fire-bells. 

6. We to the wrong station. 

7. They had the news before I reached there. 

8. Henry's arm was by the fall. 

9. Have you the new organ ? 

10. what I say. 

11. No one where to look for the treasure. 

12. They had but a few steps, before they heard the 

same sound again. 



114 



LESSONS IN ENGLISH. 



LESSON LXIII. 



FORMS OF VERBS. 







PRESENT 


PAST 


'RESENT. 


PAST. 


PARTICIPLE. 


PARTICIPLE. 


eat, 


ate, 


eating, 


eaten. 


drink, 


drank, 


drinking, 


drunk. 


freeze, 


froze, 


freezing, 


frozen. 


begin, 


began, 


beginning, 


begun. 


rise, 


rose, 


rising, 


risen. 


hang (to suspend), 


hung, 


hanging, 


hung. 


hang (to km), 


hanged, 


hanging, 


hanged. 


ring, 


rang, 


ringing, 


rung. 


show, 


showed, 


showing, 


shown. 


steal, 


stole, 


stealing, 


stolen. 


wear, 


wore, 


wearing, 


worn. 


forget, 


forgot, 


forgetting, 


forgotten. 


give, 


gave, 


giving, 


given. 


choose, 


chose, 


choosing, 


chosen. 


grow, 


grew, 


growing, 


grown. 



WRITTEN EXERCISES. 



Change the following sentences, making the verbs express past 

time : — 

i. She rises from her chair and rings the bell. 

2. The stockings hang by the chimney. 

3. The murderer will be hanged on Friday. 



FORMS OF VERBS. 115 

4. When the river freezes over, they begin to cut the ice. 

5. He will eat a small piece of bread, and will drink some 
water. 

6. She has forgotten the number of the house. 

7. They will show us many fine specimens. 

8. He chooses his books for their contents. 

9. These flowers grow in the garden. 

10. He will give the boy a new suit of clothes. 

Example. — The stockings hung by the chimney. 



Write sentences showing the correct use of the following 
words : — 



ate, 


begin, 


rang, 


stole, 


chose, 


rises, 


drank, 


showed, 


forgot, 


grew, 


hung, 


froze, 


steals, 


gives, 


wore. 



III. 

Write sentences containing the following progressive forms 

are eating, is rising, are choosing, 

was drinking, was hanging, am forgetting, 

am freezing, is singing, were giving, 

were beginning, are showing, are growing. 

IV. 

Write sentences containing the following passive forms : — 

was frozen, is begun, is hung, 

were shown, was stolen, was given, 

was forgotten, were chosen, were rung. 



116 



LESSONS IN ENGLISH. 



Write sentences containing the following : — 



have eaten, 
has drunk, 
had risen, 



had stolen, 
has worn, 
has forgotten, 



has chosen, 
had given, 
have grown. 



LESSON LXIV. 



FORMS OF VERBS. 



ipircirvT 


PAST. 


PRESENT 


PAST 


■KJCi&JtjJN X. 


PARTICIPLE. 


PARTICIPLE. 


shake, 


shook, 


shaking, 


shaken. 


tear, 


tore, 


tearing, 


torn. 


throw, 


threw, 


throwing, 


thrown. 


lose, 


lost, 


losing, 


lost. 


bring, 


brought, 


bringing, 


brought. 


sing, 


sang, 


singing, 


sung. 


run, 


ran, 


running, 


run. 


ride, 


rode, 


riding, 


ridden. 


drive, 


drove, 


driving, 


driven. 


take, 


took, 


taking, 


taken. 


fall, 


fell, 


falling, 


fallen. 


speak, 


spoke, 


speaking, 


spoken. 


fly, 


flew, 


flying, 


flown. 


hide, 


hid, 


hiding, 


hidden. 


strike, 


struck, 


striking, 


struck. 



FORMS OF VERBS. 



117 



WBITTEN EXERCISES. 

Copy these sentences, changing the verbs from the passive form 
to the active form : — 

i. The apples were shaken from the tree. 

2. The letter was torn up, and the pieces were thrown into 
the fire. 

3. The horses were driven slowly. 

4. Not a word was spoken till the bird had flown. 

5. The mail-bag was thrown from the train. 

6. Fresh fruit was brought to our door daily. 

7. The flowers were hidden by the leaves. 

8. The bell was struck for silence. 

9. In the midst of the confusion our tickets were lost. 
10. The umbrella was taken by mistake. 

Example.— They shook the apples from the tree. 



Write sentences containing 


■ the following words 


used correctly 


as verbs: — 










shook, 


threw, 


sang, 


rode, 


drive, 


tore, 


lose, 


run, 


drove, 


took, 


throws, 


lost, 


fell, 


takes, 


spoke, 


flew, 


hid, 


fall, 


hide, 


struck. 



Write sentences containing the past participle of the following 
verbs, used with have, has, or had : — 

tear, run, take, fly, 

throw, ripe, fall, hide, 

sing, drive, speak, strike. 



118 



LESSONS IN ENGLISH. 



Use each of the following verbs in a sentence, to express future 
time : — 

lose, ride, speak, hide, tear, 

bring, take, fly, strike, throw. 

v. 

Write sentences containing the following progressive forms : — 
is shaking, are bringing, were singing, 

am losing, are riding, was driving, 

is taking, were hiding, is striking. 

PRONOUNCING EXERCISE. 



Pronounce : — 










[Do not omit the sound of final g\] 




reading, 


stopping, 


going, 


smoking, 


singing, 


touching, 


coming, 


being, 


talking, 


seeing, 


wishing, 


doing, 


walking, 


hearing, 


burning, 


trying, 


calling, 


looking, 


standing, 


spelling. 



LESSON LXV. 

STUDY OF SELECTION. 
THE LANDING OF THE PILGRIM FATHERS IN NEW ENGLAND. 



The breaking waves dashed high 
On a stern and rock-bound coast, 



STUDY OF SELECTION. 119 

And the woods against a stormy sky 
Their giant branches tossed ; 

ii. 

And the heavy night hung dark 

The hills and waters o'er, 
When a band of exiles moored their bark 

On the wild New England shore. 

hi. 

Not as the conqueror comes, 

They, the true-hearted, came ; 
Not with the roll of the stirring drums. 

And the trumpet that sings of fame ; 

IV. 

Not as the flying come, 

In silence and in fear ; — 
They shook the depths of the desert gloom 

With their hymns of lofty cheer. 

v. 

Amidst the storm they sang, 

And the stars heard, and the sea ; 
And the sounding aisles of the dim woods rang 

To the anthem of the free ! 

VI. 

The ocean eagle soared 

From his nest by the white wave's foam, 
And the rocking pines of the forest roared, — 

This was their welcome home ! 



120 LESSONS IN ENGLISH. 

VII. 

There were men with hoary hair 

Amidst that pilgrim band ; — 
Why had they come to wither there, 

Away from their childhood's land ? 

VIII. 

There was woman's fearless eye, 

Lit by her deep love's truth ; 
There was manhood's brow serenely high, 

And the fiery heart of youth. 

IX. 

What sought they thus afar ? 

Bright jewels of the mine ? 
The wealth of seas, the spoils of war ? — 

They sought a faith's pure shrine ! 

x. 

Ay, call it holy ground, 

The soil where first they trod ; 

They left unstained what there they found ; — 

Freedom to worship God. 

Felicia Hemans. 

What is this poem about? Read the first two stanzas. 

What does the first line tell? Where did the waves dash high? 
What is meant by a stern coast ? What is the meaning of rock-bound ? 
What is the meaning of the third and fourth lines ? How would the first 
two lines in the second stanza be expressed in prose ? On what occasion 
did the waves dash high ? What is an exile ? What is meant by mooring 
their bark ? 



COMPOSITION. 121 



Read the next two stanzas. What do the first six lines of these 
stanzas tell? 

Ans. They tell how the exiles did not come. 

How many classes of persons are mentioned whose coming was unlike 
that of the Pilgrims ? How does the conqueror come ? How do the 
flying come ? What do the two remaining lines of these stanzas tell ? 

Read the fifth and sixth stanzas. What does the fifth stanza describe ? 
What does the sixth stanza do ? What welcomed them ? 

Read the seventh and eighth stanzas. What do these stanzas tell? 

Ans. They tell who were in the band. 

How many classes of persons are mentioned ? Name each. What 
is the meaning of hoary ? 

Read the first question in the ninth stanza. Supply words making 
the second question complete. Express the third question fully. What 
does the last line of this stanza tell ? What is meant by their seeking a 
faith's pure shrine ? 

Ans. Seeking a place where they could worship God in their own way. 

Read the last stanza. What place should be called holy ground? 
Why? 



Copy the poem, and commit it to memory. 



LESSON LXVI. 

COMPOSITION. 
THE PILGRIM FATHERS. 

Find out what yoic can about The Pilgrim Fathers, and then 
tell in your own words — 

r . Who the Pilgrim Fathers were, and what caused them to 
leave their native country. 



122 LESSONS IN ENGLISH. 

2. Tell where they went first, how long they remained there, 
and why they decided to come to America. 

3. Describe their voyage to the New World, tell where they 
landed, and mention some of the hardships which they had to 
undergo on their arrival. 



LESSON LXVII. 

LAY AND LIE. 



PRESENT. 



PRESENT PAST 

PARTICIPLE. PARTICIPLE. 



lay, laid, laying, laid, 

lie, lay, lying, lain. 

1. Lay the books on the table. 

2. Lie on the lounge. 

3. The rugs lie on the floor. 

Give the meanings of the words in Italics. Which word means to 
place in position? Which word means to take a reclining position, 
or to occupy a fixed place ? 

What is the past form of lay? What form of lay should be used 
with have and had? 

What is the past form of lie? What form of lie should be used with 
have and had? 

WRITTEN EXERCISES. 

Change these sentences, making the verbs hi Italics express past 
time : — 



SIT AND SET. 123 



I lay the key on the desk. 

The soldiers lie down at night. 

The cat lies by the fire. 

The men are laying a new walk. 

They lay the stones with great care. 

The cows are lying in the shade. 



ii. 

Copy the following sentences, filling the blanks with some form 
of lay or lie : — 

i. the music on the piano. 

2. The rain has the dust. 

3. He down to rest. 

4. He has there an hour. 

5. She the letter on the desk. 

6. The dog was by the fire. 

7. " The gentle race of flowers 

Are in their lowly beds, with the 

fair and good of ours." 

" In the cold moist earth we her, 

when the forests cast the leaf." 



LESSON LXVIII. 

SIT AND SET. 

PRESENT PAST 

ESENT. PASsl. PARTICIPLE. PARTICIPLE. 

sit, sat, sitting, sat. 

set, set, setting, set. 



LESSONS IN ENGLISH. 



i. Sit down and rest. 

2. Set the chair by the window. 

What is the meaning of sit in the first sentence ? Of set in the second 
sentence ? 

1. I sat in this seat last night. 

2. The hen is sitting on twelve eggs. 

3. He had sat under that tree for an hour. 

What form of sit expresses a past action ? What form is used with 
are ? What form is used with had? 

i. He set out two trees yesterday. 

2. The men are setting fence-posts. 

3. The doctor has set the boy's arm. 

What does set mean in the first sentence ? What time does it ex- 
press? What form of set is used with are? What form is used with 
has? 

WRITTEN EXERCISES. 
I. 

Copy the folloiving sentences, filling the blanks with some form 
of sit or set : — 

i. Howard is out strawberry plants. 

2. Will you by me ? 

3. the cup on the shelf. 

4. Five little birds were in a row. 

5. Who the table? 

6. He in the front seat. 



SIT AND SET. 125 



J. They by the pond, watching the gold-fish. 

8. He down to rest before we reached the end of our 

journey. 

ii. 

Write sentences containing the past tenses of the verbs — 
sit, set, lie, lay. 

in. 
Write sentences showing the correct use of the following 
verbs : — 

are sitting, had set, was set, 

has lain, is lying, have sat, 

were laid, were laying, was setting. 

IV. 

Write sentences showing the correct use of the following 
verbs : — 

lie, lies, sit, sits, 

lay, lays, set, sets. 

PRONOUNCING EXERCISE. 

Pro7tounce : — . 

[Sound u, ue, and ew in these words like u in use.] 

dew, gl ue > tulip, duel, student, 

pew, flew, tune, fluid, music, 

new, fuel, Tuesday, flute, news, 

blue, tube, duty, stupid, newspaper. 



126 LESSONS IN ENGLISH. 

LESSON LXIX. 
SHALL AND WLLL. 

1. I shall go to-morrow. 

2. We shall return soon. 

3. You will hear the music. 

4. He will receive the letter. 

Name the verbs, and tell what time each expresses. Which verbs 
have subjects in the first person? What word helps to announce the 
future action in those sentences ? 

What is the subject of the third verb? Of the fourth? What word 
helps to announce the future action in the second person and the third ? 

Use shall in the first person, to announce future action. 
Use will in the second and the third person, to announce 
future action. 

i. Shall I close the door ? 
2. Shall we call for you ? 

Name the subject of the first verb. Of the second verb. What auxil- 
iary verb is used in each question ? 

Use shall in the first person, to ask a question. 

WRITTEN EXERCISES. 

Copy the sentences below, filling the blanks with shall or will : — 
i. I see your father next week. 

2. If the next house takes fire, the whole block burn. 

3. I wait for you ? 



SHALL AND WILL. 



127 



4. We have warm weather soon. 

5. If you sit in a draught, you take cold. 

6. The warm rain bring the flowers. 

7. I bring your shawl ? 

8. I start at five o'clock. 

9. I build a fire in the grate ? 

10. I fear the doors be locked. 



Write five sentences, using shall, to announce future action. 
Example. — We shall finish the work soon. 

in. 

Write five sentences, using will, to announce future action. 
Example.— You will find the climate delightful. 

TV. 

Use I or we in five questions about future actions. 
Example.— Shall I write the letter? 



LESSON LXX. 

SHALL AND WILL. 

1. I will not go. 

2. We will assist you. 

Mention the verb in each sentence, and name its subject. 

In the first sentence the speaker either promises not to go, or expresses 
his determination not to go. In the second sentence what does the 
speaker do ? 



128 LESSONS IN ENGLISH. 



Use will in the first person, to make a promise, or to 
express the determination of the speaker. 

1. You shall not open the box. 

2. The children shall have a Christmas tree. 

What does the speaker state in the first sentence ? Upon whose will 
is the opening of the box to depend ? 

What is promised in the second sentence? Upon whose will does 
the children's having a Christmas tree depend ? 

What verb helps to announce these future actions ? 

Use shall in the second and the third person, to make a 
promise, or to express the determination of the speaker. 

Read the following sentences, state the uses of the verbs printed in 
Italics, and tell why will or shall is used in each case : — 

i. The message will be delivered this afternoon. 

2. I shall take pleasure in looking at your work. 

3. I will return the book to-morrow. 

4. He shall not enter this room. 

5. I shall go to the city to-morrow, and I will do your 
errands. 

6. You shall not be annoyed in this way again. 

7. I shall be away when you arrive. 

8. I will write the names. 

WRITTEN EXERCISES. 
I. 

Write five sentences, using will to make a promise. 
Example. — I will show you a rare coin. 



SHOULD AND WOULD. 129 

n. 

Write five sentences, using will to express the determination of 

the speaker. 

Example. — I will not engage in such work. 

in. 

Write five sentences, using shall to express ftiture action 
dependent on the will of the speaker. 

Example. — He shall be rewarded. 



LESSON LXXI. 
SHOULD AND WOULD. 

Should and would are, in corresponding cases, used in the same 
manner as shall and will ; thus, — 

i. 
i. I shall be pleased to see you. 

2. I should be pleased to see you. 

3. You will enjoy the music. 

4. You would enjoy the music. 

5. He will be surprised at the result. 

6. He would be surprised at the result. 

11. 

1. I will not sign the paper. 

2. I would not sign the paper. 

3. You shall not go if I can prevent it. 

4. You should not go if I could prevent it. 



130 LESSONS IN ENGLISH. 

5. He shall be rewarded. 

6. He should be rewarded. 

WRITTEN EXERCISE. 

Copy the following sentences, substituting should and would 
for shall and will. Make such other changes as may be neces- 
sary : — 

1. I shall be glad to assist you. 

2. We shall find it a difficult task. 

3. I shall be obliged to leave the city before the day of the 
exercises. 

4. He will be warmly received. 

5. You will find the building too small for the purpose. 

6. We shall never see him again. 

7. I will attend the meeting, if I am in the city. 

8. You will be responsible for her action. 

9. It will be difficult to find a person who will suit us. 
10. He thinks the climate will do you good. 



LESSON LXXII. 
LEAMN AND TEACH. 

1. He taught the child to sing. 

2. Clara learned her lesson quickly. 

What is the meaning of taught! Of learned} Of what verb is 
taught a form ? Of what verb is learned a form ? Which of these verbs 
means to give instruction ? Which one means to receive instruction ? 



MAY AND CAN 131 



WRITTEN EXERCISE. 

Write sentences, using the following verbs correctly : — 
teaches, is learning, learns, 

have learned, was teaching, has taught, 

taught, were learned, had learned. 



LESSON LXXIII. 
MAT AND CAN. 

i. May I go home ? 

2. Can Ralph sail a boat . 

What is asked in the first sentence ? What in the second sentence ? 
What word is used to express permission ? What word expresses the 
power of doing ? 

WRITTEN EXERCISE. 

Copy the following sentences, filling the blanks with some form 
of learn, teach, may, or can : — 

i. Mabel is a new song. 

2. He the boy to speak French. 

3. We were to speak the truth. 

4. Frances has two poems this week. 

5. Who you to skate ? 

6. Howard is the boys a new game. 

7. Miss Stone us drawing. 

8. We are to sketch from nature. 

9. I look at your watch ? 

10. you hear the watch tick ? 

1 1. you play on the piano ? 

12. I go with you ? 



132 LESSONS IN ENGLISH. 

LESSON LXXIV. 
THINK; GUESS; EXPECT. 

i. I think they will come. 

2. I could not guess the riddle. 

3. I expect a letter to-morrow. 

What word is used in the first sentence, to express an opinion ? 

What does the speaker say in the second sentence ? What do you 
do when you guess a riddle ? 

When does the speaker say he expects a letter? Would it be right 
to say, " I expect a letter yesterday " ? Why not? 

Expect refers to future action. 

Do not use guess or expect when you mean think. 

WRITTEN EXERCISES. 
I. 

Copy the following sentences, filling the blanks with some form 
of think, guess, or expect : — 

i. I will about the matter. 

2. I to start on the morning train. 

3. how much this hat cost. 

4. I the tickets are all sold. 

5. They to build a new house in the spring. 

6. I the train will stop. 

7. I your plan is a wise one. 

8. Paul to enter college in September. 

9. Do you the attendance will be large ? 

10. what I have in this box. 



STOP AND STAY. 133 



II. 

Write sentences, using the folloiving verbs correctly : — 
think, guess, expect, learn, 

teach, will guess, shall expect, will learn. 



LESSON LXXV. 
STOP AND STAY, 

i. He could not stop the horses. 

2. We shall stay in the city two weeks. 

What is meant by stopping the horses ? What is meant by staying in 
the city? 

What does the word stop mean ? What does the word stay mean ? 

Read the following sentences, and give the meanings of the words 
printed in Italics : — 

1. Did you stop at Chicago on your way home ? 

2. Where did you stay while you were in the city ? 

3. The driver is stopping the car. 

4. Mr. Hunt is staying at the Mountain House. 

5. The boat will stop at the first landing. 

6. They are staying at the hotel. 

WRITTEN EXERCISE. 

Write sentences containing the folloiving verbs : — 

stop, stayed, are stopping, were stopping, 

stay, stopped, is staying, were staying. 



134 LESSONS IN ENGLISH. 

LESSON LXXVI. 

LOVE AND LIKE. 

i. I like to ride. 

2. We love our friends. 

What kind of things do we like ? What do we love ? Should you use 
like or love in speaking of things that are simply pleasant or agreeable to 
you? Which word should you use in speaking of your affection or 
attachment for a person or a thing ? 

WRITTEN EXERCISES. 
I. 

Copy the follotving sentences, filling the blanks with some form 
of stop, stay, love, or like : — 

i. Our friends are in New York. 

2. The train at every station. 

3. I to draw. 

4. The mother her child. 

5. We our country. 

6. The boy to lie in a hammock. 

7. We are commanded to our enemies. 

8. They are at the new hotel. 

9. The man could not the leak in the pipe. 

10. She will at home through the winter. 

1 1. We shall here a few days. 

12. Henry to study botany. 

13. We visited the public buildings whenever we long 

enough to do so. 



REVIEW. 135 



LESSON LXXVIL 



ORAL EXERCISE. 

What is meant by the singular form of a verb ? What is meant by 
the plural form? 

What form of the verb should be used with two singular subjects 
connected by and ? Give an example. 

What form of the verb should be used with two singular subjects con- 
nected by or or nor ? Give an example. 

What is a regular verb ? What is an irregular verb ? Give examples 
of each. 

What is an auxiliary verb ? What auxiliary verbs help to form the 
future tenses? 

What does shall express when used in the first person ? What does it 
express when used in the second or the third person ? Give examples. 

What does will express when used in the first person ? What does it 
express when used in the second or the third person? Give examples 
of each case. 

WRITTEN EXERCISES. 

Write sentences containing the past tenses of the following 

verbs : — 



come, 


fly, 


know 


catch, 


walk, 


go, 


do, 


see, 


hear, 


move. 



II. 

Write sentences containing the future tenses of the following 

verbs ; — 



136 LESSONS IN ENGLISH. 

begin, forget, give, show, 

wear, sing, lose, speak. 

in. 

Write the principal parts of the following verbs : — 
see, do, speak, lay, sit, 

set, take, lie, rise, lose. 

IV. 

Write sentences containing the following words used as parti- 
ciples : — 

going, hearing, eaten, built, 

rising, speaking, written, chosen. 

v. 

Write sentences shoiving the correct use of the followin 
verbs : — 

set, sit, lay, lie, stop, 

learn, teach, think, guess, expect, 

stay, love, like, rise, lose. 



LESSON LXXVIII. 

COMPOSITION. 

Write about some article that is prepared for market near your 
home ; as, — 

coal, tobacco, wheat, granite, 

cotton, petroleum, butter, maple sugar. 

State, so far as you know, the different steps taken in the pro- 
cess of cultivation or manufacture, and tell in what form and in 
what way the article is taken to market. 



MANNER OF ASSERTING. 



137 



PRONOUNCING EXERCISE. 

Pronounce : — 

[Sound oo, o, ou, u, and ew like oo in moon.] 



moon, 


spoon, 


tour, 


rural, 


cruel, 


so5n, 


choose, 


bouquet, 


rumor, 


February, 


room, 


to, 


brute, 


rude, 


threw, 


root, 


do, 


rule, 


truth, 


grew, 


ro5f, 


you, 


ruin, 


truant, 


crew. 



LESSON LXXIX. 



MANNER OF ASSERTING. 

i. I see the boat. 
2. I do see the boat. 

What do these sentences do? How is the second assertion made? 
Name the verb that simply states a fact. Name the verb that states 
a fact emphatically. 

Give three sentences that state facts. 

i. See the boat. 

2. Lead us not into temptation. 

What does each sentence express? What is the subject of the first 
verb? Of the second? When the subject of an imperative sentence 
is expressed, where is it placed ? * 

Give a sentence that expresses a command. Give one that expresses 
an entreaty. 

* See p. 4. 



138 LESSONS IN ENGLISH. 

i. If I see the boat, I will call you. 
2. If I were you, I would go. 

Upon what condition will the speaker call the person addressed? 
Read the part of the sentence that expresses the condition. 

What supposition does the speaker make in the second sentence? 
Upon what does this part of the sentence depend for its meaning? 

Which verbs in the sentences above express something as conditional 
or doubtful ? 

i. He can mend the net. 

2. You may open the box. 

3. The sun may shine this afternoon. 

4. The work must be finished to-night. 

Which verb states that some one has the power of performing a cer- 
tain action ? What action is stated as possible ? What action is stated 
as necessary ? Which verb expresses permission ? 

May or might is used with another verb to express permission or pos- 
sibility ; can or could, to express power or ability ; ?nust, to express 
necessity. 

Mention the verbs in the following sentences, and tell how each 
assertion is made : — 

1. The ship arrived yesterday. 

2. You may stay until five o'clock. 

3. I saw a flock of beach birds. 

4. Listen to the voice of the wind. 

5. If I were an artist, I would sketch this building. 

6. The grapes must be gathered. 

7. The heat might break the glass. 

8. Emma can speak German. 

9. If you speak, you will frighten the bird. 



THE INFINITIVE. 139 

10. I do not see the boat. 

1 1. Unless it rain, the fruit will be spoiled. 

12. Give us this day our daily bread. 

WRITTEN EXERCISES. 
I. 

Write sentences, using the verb stand : — 
i. To state a fact. 

2. To express a command. 

3. To express a condition. 

11. 

Wt ite sentences, using — 

r. May to express permission. 

2. May to express possibility. 

3. Might to express possibility. 

4. Can to express ability. 

5. Could to express ability. 

6. Must to express necessity. 

7. Were to express a supposition. 



LESSON LXXX. 

THE INFINITIVE. 

1. They went to ride. 

2. The boy has learned to read. 

3. I asked him to send the paper. 

What words in the foregoing sentences assert actions? 
What words simply name actions, but do not assert anything 



140 LESSONS IN ENGLISH. 

The simple form of a verb used with to is called an infinitive. It 

names an action, but does not assert it. 

WRITTEN EXERCISES. 

Copy these sentences, and draw lines under the infinitives : — 
i. They were obliged to walk. 

2. She did not seem to know him. 

3. We will try to amuse the children. 

4. They wanted a breeze to turn their windmills. 

5. It is more blessed to give than to receive. 

6. The shepherd uses a crook to draw his sheep away from 
a precipice. 

7. The boy hastened to open the gate. 

8. It is always wrong to deceive. 

n. 

Write sentences containing the following infinitives : — 
to build, to ask, to stay, to. hear, 

to walk, to tell, to send, to listen, 

to see, to do, to give, to whisper. 

Example. — The birds are beginning to build their nests. 



LESSON LXXXI. 

PHRASES. 

i. A basket of apples stood on the table. 
2. A box holding apples stood on the floor. 



PHRASES. 141 

What is the subject of the first sentence ? What two words can you 
leave out of the subject without destroying the sentence? What is the 
office of the words on the table ? 

What is the subject of the second sentence ? What two words can 
you leave out of that subject without destroying the sentence? 

A combination of words performing a distinct office in a sentence, 
but not having a subject and a predicate, is called a phrase. 

Name the phrases in the foregoing sentences, and tell the office of 
each. 

1. The chair in the corner is broken. 

2. The list of names was short. 

What chair is broken ? What does the phrase in the corner modify ? 
Read the phrase in the last sentence. What is its office ? 
A phrase that performs the office of an adjective is called an adjec- 
tive phrase. 

i. She sang in the evening. 

2. She sang in the parlor. 

3. She sang to please her friends. 

Read the phrase in each sentence, and tell what it does. 
A phrase that performs the office of an adverb is called an adverbial 
phrase. 

WRITTEN EXERCISES. 
I. 

Write five sentences, each containing- an adjective phrase. 
Example. — The water of our best springs is impure. 

n. 

Write five sentences, each containing an adverbial phrase. 
Example. — The sun was shining on the mountains. 



142 LESSONS IN ENGLISH. 

III. 

Write sentences containing the following phrases : — 
of violets, in the morning, 

in the corner, at recess, 

on a tree, to open the door, 

smiling pleasantly, to carry a letter, 

hearing his name, in a new house. 

Example. — Smiling pleasantly, she asked our errand. 



LESSON LXXXII. 

STUDY OF SELECTION. 

THE GLADNESS OF NATURE. 

T. 

Is this a time to be cloudy and sad, 

When our mother Nature laughs around ; 
When even the deep blue heavens look glad, 

And gladness breathes from the blossoming ground ? 
ii. 
There are notes of joy from the hang-bird and wren, 

And the gossip of swallows through all the sky ; 
The ground-squirrel gayly chirps by his den, 

And the wilding bee hums merrily by. 
hi. 
The clouds are at play in the azure space, 

And their shadows at play on the bright green vale, 
And here they stretch to the frolic chase, 

And there they roll on the easy gale. 



STUDY OF SELECTION. 143 



There's a dance of leaves in that aspen bower, 
There's a titter of winds in that beechen tree, 

There's a smile on the fruit, and a smile on the flower, 
And a laugh from the brook that runs to the sea. 

v. 

And look at the broad-faced sun, how he smiles 
On the dewy earth that smiles in his ray, 

On the leaping waters and gay young isles ; 
Ay, look, and he'll smile thy gloom away. 

William Cullen Bryant. 

Read the first stanza. What does this stanza do? Read the first 
line of the question. How many reasons are given in this stanza for 
not being cloudy and sad? State each. What is meant by our mother 
Nature ? Why is she said to be laughing ? 

Read the second stanza. What does the first line tell ? What is a 
hang-bird ? What kind of nest does it build ? What is the second line 
about? What are the swallows doing? What does the squirrel do? 
How does he chirp? Where does he chirp? What is the fourth line 
about? What is the meaning of wilding? What is the use of merrily ? 

Read the third stanza. What is the first line about? Name the 
phrases in this line and tell the use of each. What is meant by the 
azure space ? What does their refer to in the second line ? What were 
the shadows doing? Does the third line refer to the shadows or to the 
clouds ? What does the fourth line refer to ? 

Read the fourth stanza. How many different things in this stanza 
are said to express pleasure? Name the different things and tell what 
actions are ascribed to them. 

Read the last stanza. What is the reader directed to look at? What 



144 LESSONS IN ENGLISH. 

is the sun said to be doing? What word indicates the happiness of the 
earth ? Of the waters ? Of the isles ? Why is the reader told to look 
at the sun? 

WRITTEN EXERCISES. 

i. Write in two columns all the phrases found in this poem. 
2. Copy the poem, and commit it to memory. 



LESSON LXXXIII. 

COMPOSITION. 
Write about Thanksgiving Day. Tell — 

1. Its origin. 

2. How the day was observed by the early New England 
settlers. 

3. Who appoints our Thanksgiving Day. 

4. How the day is observed. 

5. What benefits are derived from its observance. 



PRONOUNCING EXERCISE. 

Pronounce : — 

[Sound ou and ow in these words, like on in our.] 

hour, amount, stout, bound, round, 

house, about, shout, found, sound, 

cow, town, crown, how, found, 

now, how, down, town, frown. 



CLAUSES. 145 

LESSON LXXXIV. 

CLAUSES. 

i. You cannot see the mountain, unless the day is 
clear. 

2. I will buy the book, if you will read it. 

3. The prisoner bowed his head, when he heard the 
sentence. 

How many assertions do you see in each of the foregoing sentences ? 
Name the subject and the predicate in each assertion. 

A part of a sentence that contains a subject and a predicate is called 
a clause. 

Which of the foregoing clauses express complete thoughts? Which 
depend upon the other part of the sentence for their full meaning? 

A clause that expresses a complete thought is called an independent 
clause. 

A clause that depends upon some other part of the sentence for its 
full meaning is called a dependent clause. 

Read the independent clause in each sentence above. Read the 
dependent clause in each sentence, and tell what word joins it to the 
independent clause. 

A sentence containing a dependent clause is called a complex 
sentence. 

WRITTEN EXERCISE. 

Write sentences composed of clauses joined by the following 
words : — 

for, because, as, after, until, 

if, unless, since, .when, before. 



146 LESSONS IN ENGLISH. 

LESSON LXXXV. 

RELATIVE PRONOUNS. 

i. Here is the man who delivered the message. 

2. The children that passed us will join the party. 

3. It was a large brick house, which stood near the 
church. 

Read the clause in the first sentence. What word connects this 
clause with the word man ? To what does who refer? 

Read the dependent clause in the second sentence. What word is 
limited in meaning by this clause? To what does that refer? 

Read the dependent clause in the third sentence, and name the 
subject of the clause. To what does which refer? 

A word that refers to a preceding noun or pronoun and connects it 
with a clause is called a relative pronoun. 

The word to which the relative pronoun refers or relates is called its 
antecedent. 

The relative pronouns are who, which, and that. 

Who should be used in speaking of persons. 

Which may be used in speaking of inferior animals or of things. 

That may used in speaking of persons, animals, or things. 

WRITTEN EXERCISES. 

Copy the following sentences, underline the clauses, and draw 
two lines under the antecedents of the relative pronouns : — 

i. General Greene, who commanded the troops, was wounded. 

2. This book, which was sold by subscription, is now out of 
print. 



FORMS OF WHO. 147 



3. The Chairman introduced the speaker, who was warmly 
welcomed. 

4. The insects were placed in a drawer which was lined with 
sheet cork. 

5. Hail to the chief who in triumph advances. 

6. Oh ! a dainty plant is the ivy green 

That creepeth o'er ruins old ! 

7. Do the duty that lies nearest thee. 

11. 
Write sentences containing the following : — 

1. Who referring to a person. 

2. Which referring to an animal. 

3. Which referring to a thing without life. 

4. That referring to a person. 

5. That referring to an animal. 

6. That referring to a thing. 



LESSON LXXXVI. 

FORMS OF WHO. 

1. We met the captain, who received us kindly. 

2. This is the boy whose name was called. 

3. Here is a lady whom you know. 

Read the relative clause in the first sentence. What is the subject of 
the verb received? What does who stand for? 

What is the use of the clause in the second sentence ? To what does 
whose refer ? 



148 LESSONS IN ENGLISH. 

Read the clause in the third sentence. What is the subject of know? 
What is its object? In these sentences what relative pronoun is used 
as the subject of a verb? What one as the object of a verb? What 
word is used to denote possession? 

The pronoun who has three forms : — 

who, whose, whom. 

Who is used as the subject of a verb. 
Whose is used to denote possession. 
Whom is used as the object of a verb or of a preposition. 
Name the relative pronouns in the following sentences, and tell how 
they are used : — 

i. One passenger, who ran in the wrong direction, was 
injured. 

2. The most attractive feature of this city is the river to 
which it owes its name. 

3. The handsome buildings that greet one at every turn 
indicate wealth and prosperity. 

4. They entered the library, which was a large room. 

5. She looked longingly at the book which the boy held. 

6. He is a man that all desire to honor. 

WRITTEN EXERCISES. 

Write sentences containing the following words used as relative 
pronouns : — 

1. Who with the antecedent boy. 

2. Who with the antecedent brothers. 

3. Whose with the antecedent man. 

4. Whom with the antecedent men. 

5. That with the antecedent woman. 

6. Which with the antecedent house. 



INTERROGATIVE PRONOUNS. 149 



LESSON LXXXVII. 

INTERROGATIVE PRONOUNS. 

i. Who rang the bell ? 

2. Which do you prefer? 

3. What did you find ? 

What does each of these sentences do? Which words in the sen- 
tences are used to ask questions ? 

When who, which, and what are used to ask questions, they are called 
interrogative pronouns. 

Who refers to persons. It has three forms ; as, — 
i. Who lives in this house ? 

2. Whose is it ? 

3. Whom did you see ? 
Which refers to persons or to things ; as, — 

1 . Which of the brothers came ? 

2. Which of the books did you choose ? 
What refers to things ; as, — 

What did you bring ? 

WRITTEN EXERCISES. 
I. 

Write sentences containing the following interrogative pro- 
nouns : — 

1. Who used as the subject of a verb. 

2. Whose used to denote possession. 

3. Whom used as the object of a verb. 



150 



LESSONS IN ENGLISH. 



4. Whom used as the object of a preposition. 

5. Which referring to a person. 

6. Which referring to a thing. 

7. What used as the subject of a verb. 

8. What used as the object of a verb. 



Copy the following sentences, filling the blanks with who. 
whose, or whom : — 

1. sits with you ? 

2. do you sit with ? 

3. did you meet ? 

4. were you talking with ? 

5. is this ? 

6. called me ? 

7. did he call ? 

8. Of are you speaking ? 

9. discovered the mistake ? 

10. shall I ask ? 



PRONOUNCING EXERCISE. 

Pronounce: — 

[Do not sound el and et in these words like il and it.] 



fuel, 
duel 



boldest. 



get, 

market, 



racket, 
rocket. 



bushel, 

yet, 

[Do not sound est and ent in these words like ist or unt.] 

honest. largest, moment, superintendent, 

smallest, government, garment. 



REVIEW. 151 



LESSON LXXXVIII. 



Mention each phrase in the following sentences, and tell its office : — 

1. The streets of the city are well paved. 

2. They were playing under the old elm-tree. 

3. Exercise in the open air strengthens the body and improves 
the health. 

4. He waited to hear the answer. 

5. The little cabin on the mountain was lost amongst the 
clouds. 

6. A true friend is one of the most precious gifts of Heaven. 



Mention the clauses in the following sentences, and tell which are 
dependent clauses and which are independent clauses : : — 

1. They came- to a bridge, which seemed to be built of iron. 

2. When the danger was past, they returned to the house. 

3. Our only light was from the fire, which was burning up 
brightly. 

4. The evil that men do lives after them. 

5. You can make the experiment, but you must not be disap- 
pointed with the result. 

6. The sun smiles upon the landscape, and earth smiles back 
again upon the sky. 

7. Beneath the window is a wooden bench, on which a long 
succession of weary wayfarers have reposed themselves. 



152 LESSONS IN ENGLISH. 



Point out the relative pronouns in the following sentences, and tell 
what each stands for : — 

i. This man, who has charge of the building, will show you 
the room. 

2. He was the only man that understood the matter. 

3. These are books that will amuse and interest all classes 
of persons. 

4. He sat down in a large chair, which was the most conspic- 
uous object in the room. 

5. " Few, few were they whose swords of old 

Won the fair land in which we dwell ; 
But we are many, we who hold 

The grim resolve to guard it well." 



Name the simple, the compound, and the complex sentences in the 
following, and tell of what clauses the compound and complex sentences 
are composed : — 

1. She stepped quickly across the floor. 

2. If you cannot sleep, you can rest. 

3. " He looked upon his people, and a tear was in his eye ; 

He looked upon the traitors, and his glance was stern 
and high." 

4. If you would find the most wretched man or woman in 
your neighborhood, look for the one who has nothing to do. 

5. They were startled by the tramp of horses' hoofs. 

6. He had won great fame among the children, as the narra- 
tor of wonderful stories. 



COMPOSITION. 153 



7. Do not be too positive. 

8. The water of this fountain, as it spouted upward, was con- 
stantly taking new shapes. 



LESSON LXXXIX. 

COMPOSITION. 

Find out what you can about the Trunk Line Railroads of the 
United States, and then tell — 

1. What the Trunk Line Railroads are. 

2. Name the principal lines and tell what cities they connect. 

3. Tell how these railroads benefit the country. 



LESSON XC. 

STUDY OF SELECTION. 

THE DAFFODILS. 
I. 
I wandered lonely as a cloud 

That floats on high o'er vales and hills, 
When all at once I saw a crowd, 
A host, of golden daffodils ; 

Beside the lake, beneath the trees, 
Fluttering and dancing in the breeze. 



154 LESSONS IN ENGLISH. 



Continuous as the stars that shine 
And twinkle on the Milky Way, 
They stretched in never-ending line 
Along the margin of a bay : 

Ten thousand saw I at a glance, 
Tossing their heads in sprightly dance. 



The waves beside them danced ; but they 

Outdid the sparkling waves in glee : 
A poet could not but be gay, 
In such a jocund company : 

I gazed, — and gazed, — but little thought 
What wealth the show to me had brought : 

IV. 

For oft, when on my couch I lie 

In vacant or in pensive mood, 

They flash upon that inward eye 

Which is the bliss of solitude ; 

And then my heart with pleasure fills, 
And dances with the daffodils. 

William Wordsworth. 

Read the first stanza. Who is meant by It Why is wandered used 
instead of walked? What is the use of lonely ? To what is the loneli- 
ness of the poet compared? What is the office of the second line? 
To what does that refer? What do the next two lines tell? Where 
were the daffodils ? What is the office of the last line ? 



STUDY OF SELECTION. 



155 



Read the second stanza. What do the first four lines describe? 
How were the daffodils arranged? What is the meaning of margin? 
Does the poet mean that he saw exactly ten thousand ? What does he 
mean ? What are the daffodils said to be doing ? 

Read the third stanza. What waves are spoken of ? What did the 
waves do ? In what did the daffodils surpass the waves ? What is the 
meaning of the third and fourth lines ? What do the last two lines tell ? 

Read the last stanza. Read the principal clause in the first state- 
ment. When do they flash upon the inward eye ? What is a vacant 
mood ? What is the meaning of pensive ? What does the fourth line 
describe ? Give in your own words the meaning of the first four lines 
of this stanza. What feeling did this sight awaken in the mind of the 
poet? 

WRITTEN EXERCISES. 

Use in sentences of your own the following words : — 



wandered, 


lonely, 


floats, 


host, 


golden, 


beside, 


beneath, 


fluttering, 


dancing, 


continuous, 


margin, 


bay, 


glance, 


sprightly, 


glee, 


jocund, 


mood, 


vacant, 


pensive, 


solitude. 



Copy the foil oiving words, and opposite each tvrite another word 
meaning nearly the same : — 

gazed, gl ee > pleasure, jocund, 

margin, wealth, sprightly, show. 



Copy the poem, and commit it to memory 



156 LESSONS IN ENGLISH. 

LESSON XCI. 

EXPLANATORY EXPRESSIONS. 

i. Mr. Hall, our new neighbor, was the first one to 
greet us. 

2. Washington, the first President, was buried at 
Mount Vernon. 

Name the subject and the predicate in the first sentence. What is 
the name of the man spoken of ? Who was he ? 

Who was buried at Mount Vernon ? Who was Washington ? 

What is the explanatory part in the first sentence? What in the 
second sentence ? In each sentence what marks separate the explana- 
tory part from the rest of the sentence ? 

An explanatory expression should be separated from the 
rest of the sentence by a comma or commas. 

WRITTEN EXERCISE. 

Copy the following sentences, inserting commas where they are 
needed: — 

i. Charles the eldest son has left home. 

2. Mr. Curtis the speaker of the evening was delayed by an 
accident. 

3. We heard Mr. Spurgeon the great London preacher. 

4. Harry the son of the proprietor has charge of the house. 

5. Daniel Webster the great American statesman died at 
Marshfield. 

6. Washington the capital of the United States was named 
in honor of the first President. 



INTERMEDIATE EXPRESSIONS. 157 

7. San Francisco the largest city in California is noted fol- 
ks fine harbor. 

8. An address was given by the Rev. W. H. Church D.D. 



LESSON XCII. 

INTERMEDIATE EXPRESSIONS. 

1. They, too, carried a flag. 

2. The general, riding to the front, led the attack. 

3. He has bought, / hear, a large tract of land. 

Read the first statement. What word is placed between the verb and 
its subject? How is this word separated from the rest of the sentence? 

What is the second statement about? What did the general do? 
What is the use of the phrase, riding to the front? How is it separated 
from the rest of the sentence ? 

What is the subject of the verb has bought? What is its object? 
What words are placed between the verb and its object? How are they 
separated from the rest of the sentence ? 

Words, phrases, or clauses placed between parts of a sen- 
tence closely related, should generally be separated from 
the rest of the sentence by commas. 

WRITTEN EXERCISE. 

Copy the following sentences, and insert commas where they 
are needed: — 

1. He will no doubt follow your advice. 

2. I did him however a great injustice. 



158 LESSONS IN ENGLISH. 

3. It is I think the third house from the corner. 

4. "My dear Edward" said he "this is truly kind." 

5. The book having been read was returned to the library. 

6. He was on the whole pleased with the work. 

7. The boatman who knew the danger told the passengers to 
sit still. 

8. This was in fact the only interesting feature of the exer- 
cises. 

9. He has from first to last given us the benefit of his advice. 
10. Perhaps too he has forgotten the circumstance. 



LESSON XCIII. 

TRANSPOSED EXPRESSIONS. 

1. The building will be completed in a short time. 

2. In a short time, the building will be completed. 

3. The flower will fade if you pick it. 

4. If you pick the flower, it will fade. 

What is said about the building? Mention the verb in this sen- 
tence. What phrase modifies the verb will be completed? Where is it 
placed ? How does the second sentence differ from the first ? How is 
the phrase separated from the rest of the sentence ? 

Read the principal clause in the third sentence. Read the depend- 
ent clause. Upon what verb does the dependent clause depend? 
Where is it placed? Where is the dependent clause placed in the 
fourth sentence? How is it separated from the rest of the sentence? 



TRANSPOSED EXPRESSIONS. 159 

When a phrase or a clause is placed out of its natural position, it is 
said to be transposed. 

A transposed phrase or clause should generally be sepa- 
rated from the rest of the sentence by the comma ; as, In 

the morning, sow thy seed. 

Note. — If the phrase is closely united with the sentence, the comma is not 
used; as, Beneath the window is a wooden bench. 



"WRITTEN EXERCISE. 

Copy the following sentences, and place commas where they are 
needed: — 

i. Before we could reach the spot the gate was closed. 

2. On entering the house he found everything in confusion. 

3. In the middle of January he was summoned home. 

4. If there were time to spare I should be glad to give you an 
account of our journey. 

5. Without hesitating an instant he stepped forward. 

6. If you take my advice you will turn back. 

7. When everything was ready the doors were thrown open. 

8. One cold winter night a knock came at the door. 

9. As he entered the city he noticed the many changes that 
had taken place since his last visit. 

10. In skating over thin ice safety lies in speed. 



PRONOUNCING EXERCISE. 

Pronounce : — 

[Do not omit the sound of d in these words.] 

sands, builds, hands, grand'mother, 

winds, holds, handful, grandfather. 



160 



LESSONS IN ENGLISH. 



[Do not omit the sound of t in these words.] 

tracts, facts, exactly, hosts, 

acts, instructs, boasts, posts. 

[Do not omit the sound of h in these words.] 

which, when, white, what, 

while, where, wheat, whether. 



LESSON XCIV. 



QUOTATION MARKS. 

" Harry," said Herbert Green, " when are you going to 
try your new skates ? " 

11 To-morrow," replied Harry. " Will you go with me ? " 

" Yes : where shall we go," said Herbert. 

" If we could get an early start," said Harry, " we 
might go down to Turner's Pond." 

" All right," said Herbert ; " I'll be ready." 

Whose remark is repeated in the first sentence of this conversation ? 
What did Herbert Green say? Give his exact words. What three 
words divide Herbert's question into two . parts ? How is each part 
enclosed ? 

Read Harry's reply. Give his exact words. 

Whose words are repeated in the third remark ? 

When the words of one person are repeated by another, they are 
called quotations. The little marks [" "] that enclose the exact 
words used by another are called quotation marks. 



INDIRECT QUOTATIONS. 161 

Whose words are repeated in the fourth remark? What words 
divide this quotation into two parts ? How are the words said Harry 
separated from the rest of the sentence? 

Read the first part of the last quotation. Read the second part. 
By what is each part enclosed ? 

When the exact words of a person are repeated by an- 
other, they should be enclosed by quotation marks ; as, 

Agassiz once said, " I have no time to waste in making money." 

When a quotation is divided by other words, each part 
should be enclosed by quotation marks ; as, " The greatest of 
faults" says Carlyle, " is to be conscious of none." 

WRITTEN EXERCISE. 

Write a short conversation between two girls about a picnic. 
Be careful to use quotation marks correctly. 



LESSON XCV. 
INDIRECT QUOTATIONS. 

i. Robert said, " I will carry the basket." 

2. Robert said that he would carry the basket. 

3. Mr. Brown said to us, " Do not go through my 
field. 

4. Mr. Brown said that we must not s;o throuoh his 
field. 

Read Robert's words in the first example. Whose remark is repeated 
in the second example? Are his exact words given? 



162 LESSONS IN ENGLISH. 



When one person repeats the exact words of another, the quotation 
is called a direct quotation. 

When one person tells what another has said, but does not use the 
speaker's exact words, the quotation is called an indirect quotation. 

What kind of quotation do you see in the third example? What 
kind in the fourth example? 

By what are the direct quotations enclosed? With what kind of 
letter does each begin ? What mark is placed before each direct quo- 
tation ? 

The first word of a direct quotation should begin with a 
capital letter. If the quotation is short, it should be sep- 
arated from the preceding part of the sentence by a comma ; 
as, The ma?i said, " I have finished the work." 

An indirect quotation should not be enclosed by quotation 
marks, should not begin with a capital letter, and generally 
should not be separated from the preceding words by a 
comma ; as, The man said that he had finished the work. 

WRITTEN EXERCISE. 

Copy the following sentences, and place quotation marks and 
commas wherever they are needed : — 

i. Once more he cried Stop a minute. 

2. Charles said that he had received a letter from his uncle. 

3. Mother said Clara Green may I go down to the bridge with 
Edith Hope this afternoon ? 

4. Herbert says that we planted the seeds too deep. 

5. Listen to this boys said she and hear what was done with 
your letter. 

6. This is a pleasant day said Mr. Snow. Does it not make 
you happy Emily ? 



STUDY OF SELECTION. 163 

y. What did he say to you when he came by asked the officer. 

8. He told me that he had to run to save his life. 

9. " ' Sisters and brothers, little maid, 

How many may you be ? ' 
' How many ? Seven in all,' she said, 
And wondering looked at me." 



LESSON XCVI. 

STUDY OF SELECTION. 

THE PIED PIPER OF HAMELIN. 
I. 

Hamelin Town's in Brunswick, 
By famous Hanover city ; 

The river Weser, deep and wide, 

Washes its wall on the southern side ; 

A pleasanter spot you never spied ; 
But, when begins my ditty, 

Almost five hundred years ago, 

To see the townsfolk suffer so 
From vermin, was a pity. 

n. 

Rats! 
They fought the dogs, and killed the cats, 

And bit the babies in the cradles, 
And ate the cheeses out of the vats, 

And licked the soup from the cooks' own ladle 



164 LESSONS IN ENGLISH. 

Split open the kegs of salted sprats, 
Made nests inside men's Sunday hats, 
And even spoiled the women's chats, 
By drowning their speaking, 
With shrieking and squeaking 
In fifty different sharps and flats. 

ni. 
At last the people in a body 

To the Town Hall came flocking : 
"'Tis clear," cried they, "our Mayor's a noddy ; 

And as for our Corporation, — shocking 
To think we buy gowns lined with ermine 
For dolts that can't or won't determine 
What's best to rid us of our vermin ! " 
At this the Mayor and Corporation 
Quaked with a mighty consternation. 

IV. 

An hour they sat in council ; 

At length the Mayor broke silence : 

" I wish I were a mile hence ! 

Oh for a trap, a trap, a trap ! " 

Just as he said this, what should hap 

At the chamber door but a gentle tap ? 

"Bless us," cried the Mayor, "what's that ? 

Anything like the sound of a rat 

Makes my heart go pit-a-pat ! " 
" Come in ! " — the Mayor cried, looking bigger 
And in did come the strangest figure ! 



STUDY OF SELECTION. 165 

His queer long coat from heel to head 
Was half of yellow and half of red ; 
And he himself was tall and thin, 
With sharp blue eyes, each like a pin, 
And light loose hair, yet swarthy skin, 
No tuft on cheek nor beard on chin, 
But lips where smiles went out and in. 

v. 

He advanced to the council-table : 

And, " Please your honors," said he, " I'm able, 

By means of a secret charm, to draw 
All creatures living beneath the sun, 
That creep, or swim, or fly, or run, 

After me so as you never saw ! 
And I chiefly use my charm 
On creatures that do people harm, — 
The mole, and toad, and newt, and viper ; 
And people call me the Pied Piper. 
If I can rid your town of rats 
Will you give me a thousand guilders ? " 
"One ? fifty thousand ! " — was the exclamation 
Of the astonished Mayor and Corporation. 

VI. 

Into the street the Piper stept, 
And ere three shrill notes the pipe uttered, 
You heard as if an army muttered ; 
And the muttering grew to a grumbling ; 
And the grumbling grew to a mighty rumbling ; 
And out of the houses the rats came tumbling. 



166 LESSONS IN ENGLISH. 



Great rats, small rats, lean rats, brawny rats, 
Brown rats, black rats, gray rats, tawny rats, 
Grave old plodders, gay young friskers, 

Fathers, mothers, uncles, cousins, 
Cocking tails and pricking whiskers, 

Families by tens and dozens, 
Brothers, sisters, husbands, wives — 
Followed the Piper for their lives. 
From street to street he piped advancing, 
And step for step they followed dancing, 
Until they came to the river Weser, 

Wherein all plunged and perished. 

Read the first two stanzas. What is this poem about? Where is 
Hamelin? How is it situated? 

From what did the people of Hamelin suffer? How did the rats 
annoy them? 

Read the third and fourth stanzas. To whom did the people of 
Hamelin go for relief ? What happened while the Mayor and Corpo- 
ration sat in council? Describe the person that came in. Why do 
you think he was called the Pied Piper? 

Read the fifth stanza. Whom did the stranger address? What did 
he say ? What did the Mayor and Corporation say in reply ? 

Read the sixth stanza. Where did the Piper go ? What took place 
when he blew his pipe ? What did the rats do ? What became of them ? 

WRITTEN EXERCISES. 
I. 

Give in your own words the meanings of the following 
words : — 



STUDY OF SELECTION. 167 

spied, ermine, quaked, sprat, charm, 

ditty, hence, ere, chat, guilder, 

vermin, tap, ladle, council, swarthy. 

ii. 

Write in your own words a description of the Pied Piper. 



LESSON XCVII. 

STUDY OF SELECTION. 

THE PIED PIPER OF HAMELIN. - Continued. 
VII. 

You should have heard the Hamelin people 

Ringing the bells till they rocked the steeple. 
"Go," cried the Mayor, "and get long poles, 
Poke out the nests and block up the holes ! 

Consult with carpenters and builders, 
And leave in our town not even a trace 

Of the rats ! " when suddenly, up the face 

Of the Piper perked in the market-place, 

With a, " First, if you please, my thousand guilders 

VIII. 

A thousand guilders ! The Mayor looked blue ; 

So did the Corporation too. 

To pay this sum to a wandering fellow 

With a gypsy coat of red and yellow ! 



168 LESSONS IN ENGLISH. 

" Beside," quoth the Mayor, with a knowing wink, 

" Our business was done at the river's brink ; 

But as for the guilders, what we spoke 

Of them, as you very well know, was in joke. 

Besides, our losses have made us thrifty. 

A thousand guilders ! Come, take fifty ! " 

The Piper's face fell, and he cried, 

" No trifling ! I can't wait, beside ! 

And folks who put me in a passion 

May find me pipe to another fashion." 

"How?" cried the Mayor, "d'ye think I'll brook 

Being worse treated than a cook ? 

You threaten us, fellow ? Do your worst, 

Blow your pipe there till you burst ! " 



Once more he stept into the street ; 

And to his lips again 

Laid his long pipe of smooth straight cane ; 
And ere lie blew three notes 
Small feet were pattering, wooden shoes clattering, 
Little hands clapping, and little tongues chattering, 
And, like fowls in a farmyard when barley is scattering, 

Out came the children running. 
All the little boys and girls, 
With rosy cheeks and flaxen curls, 
And sparkling eyes and teeth like pearls, 
Tripping and skipping, ran merrily after 
The wonderful music with shouting and laughter. 



STUDY OF SELECTION. 169 



The Mayor was dumb, and the Council stood 

As if they were changed into blocks of wood, 

Unable to move a step, or cry 

To the children merrily skipping by, — 

And could only follow with the eye 

That joyous crowd at the Piper's back. 

But how the Mayor was on the rack, 

And the wretched Council's bosoms beat, 

As the Piper turned from the High Street 

To where the Weser rolled its waters 

Right in the way of their sons and daughters ! 

However, he turned from south to west, 

And tQ. Koppelberg Hill his steps addressed, 

And after him the children pressed ; 

Great was the joy in every breast. 

"He never can cross that mighty top ! 

He's forced to let the piping drop, 

And we shall see our children stop ! " 

When lo ! as they reached the mountain-side, 

A wondrous portal opened wide, 

As if a cavern was suddenly hollowed ; 

And the Piper advanced and the children followed, 

And when all were in to the very last, 

The door in the mountain-side shut fast. 

Robert Browning. — Abridged. 

What did the last lesson give an account of? Read the first stanza 
in this lesson. How did the people of Hamelin express their joy at 
their deliverance from the rats? What did the Mayor direct them to 



170 



LESSONS IN ENGLISH. 



do? In the midst of their rejoicings, who came to the market-place? 
What did he say? 

Read the eighth stanza. How did the Mayor answer the Piper's 
demand for the thousand guilders ? What reply did the Piper make ? 
How did the Mayor receive his threat? 

Read the ninth stanza. Where did the Piper go? What did he do? 
What took place ? Describe the children. 

Read the last stanza. What did the Mayor and Council do when 
they saw the children following the Piper ? What became of the chil- 
dren? 

WRITTEN EXERCISES. 

Use the following words in sentences of your own: — 
steeple, pole, consult, trace, trifling, 

joke, thrifty, losses, threat, flaxen, 

dumb, forced, portal, cavern, advanced. 



1. Write in a column the words used to describe the rats. 

2. Write in a column the words used to describe the children. 

3. Copy the last five lines in the ninth stanza, and commit them 
to memory. 



LESSON XCVIII. 

COMPOSITION. 



Write from memory the story of The Pled Piper of Hamelin. 

Give the leading incidents of the story as clearly as you can. 



DICTATION EXERCISES. 171 



LESSON XCIX. 

DICTATION EXERCISES. 
I. 

1. The boy turned to the belfry, clapped his hands, and 
shouted, "Ring! ring!" 

2. Not far from the gateway, they came to a bridge. 

3. Walter, who was slightly known to the artist, explained 
the object of their visit. 

4. She said she had not looked into the box. 

5. A celebrated writer says, "Take care of the minutes, and 
the hours will take care of themselves." 

6. Ring ou t the old, ring in the new, 

Ring, happy bells, across the snow : 

The year is going, let him go ; 

Ring out the false, ring in the true. 

Tennyson. 



THE BIRDS' CHRISTMAS CAROL. 
They have sweet Christmas music in Norway. It is a song 
in the air. On Christmas Eve, after the birds have gone to 
rest, the good people bring from their store-houses sheaves of 
corn and wheat, and tying them to slender poles, raise them 
from every spire, barn, gate-post, and gable. Then when the 
Christmas sun arises, every spire and gable bursts into sudden 
song. The children run out to hear the old church-spire sing- 
ing, and the older people follow. The air is filled with the 
flutter of wings and is alive with carols of gladness. 



172 



LESSONS IN ENGLISH. 



PRONOUNCING EXERCISE. 

Pronounce : — 

[Do not omit the sound of r in these words.] 

dark, bark, garden, arms, car, 

hark, harm, warm, are, cart, 

lark, barn, carpet, far, card, 

large, star, market, jar, hard. 



LESSON C. 

ANALYSIS OF SENTENCES. 

Give a brief analysis of the following sentences, this : — 

i. Tell the kind of sentence. 

2. Name the subject and the predicate. 

3. Tell what the subject consists of. 

4. Tell what the predicate consists of. 

Example i. — Two horsemen rode slowly up the hill. 

1. This is a simple declarative sentence. 

2. The subject is two horsemen. The predicate is rode slowly up 
the hill. 

3. The subject consists of the noun horsemen, modified by the adjec- 
tive two. 

4. The predicate consists of the verb rode, modified by the adverb 
slowly, and by the adverbial phrase up the hill. 

Example 11. — She turned the key, and the lid sprang back. 

This is a compound declarative sentence, consisting of two indepen- 
dent clauses connected by and. 



ANALYSIS OF SENTENCES. 173 

I. 

i. The subject of the first clause is she. The predicate of the first 
clause is turned the key. 

2. The subject consists of the pronoun she. 

3. The predicate consists of the verb turned, and of the object key, 

modified by the. 

n. 

1. The subject of the second clause is the lid. The predicate of the 
second clause is sprang back. 

2. The subject consists of the noun lid, modified by the. 

3. The predicate consists of the verb sprang, and of the adverb back. 

Example in.— The books that you ordered have come. 

This is a complex declarative sentence, consisting of one indepen- 
dent clause and one dependent clause. 

1. 

1. The subject of the entire sentence is the books that you ordered. 
The predicate of the entire sentence is have come. 

2. The subject consists of the noun books, modified by the, and by 
the adjective clause that you ordered. 

The predicate consists of the verb have come. 

11. 

1. The subject of the dependent clause is you. The predicate is 
that ordered. 

2. The subject consists of the pronoun jw*. 

3. The predicate consists of the verb ordered, and of the object 
that. 

SENTENCES FOR ANALYSIS. 

i. The soil of these islands is very fertile. 

2. Their cottage stood on a small knoll. 

3. The hunter carried a rifle on his shoulder. 



174 LESSONS IN ENGLISH. 

4. Sponges are the skeletons of small marine animals. 

5. He entered the room softly, but she heard his step. 

6. A soft answer turneth away wrath, but grievous words 
stir up anger. 

7. The sun was setting as they entered the village. 

8. If you will listen, I will tell you the story. 

9. They entered a broad pathway, which seemed to be very 
neatly kept. 

10. Listen to that buzz of the loom, as the shuttle passes to 
and fro. 

11. My life's beset, my path is lost, 

The gale has chilled my limbs with frost. 

12. When life is all sport, toil is the real play. 



LESSON CI. 

STUDY OF SELECTION. 

THE OLD CLOCK ON THE STAIRS. 

I. 

Somewhat back from the village street 
Stands the old-fashioned country-seat. 
Across its antique portico 
Tall poplar-trees their shadows throw ; 
And from its station in the hall 
An ancient timepiece says to all, — 

" Forever — never ! 

Never — forever ! " 



STUDY OF SELECTION. 175 



Half-way up the stairs it stands, 

And points and beckons with its hands 

From its case of massive oak, 

Like a monk, who, under his cloak, 

Crosses himself, and sighs, alas ! 

With sorrowful voice to all who pass, — 

" Forever — never ! 

Never — forever ! " 



By day its voice is low and light ; 

But in the silent dead of night, 

Distinct as a passing footstep's fall, 

It echoes along the vacant hall, 

Along the ceiling, along the floor, 

And seems to say, at each chamber-door, — 

" Forever — never ! 

Never — forever! " 

IV. 

Through days of sorrow and of mirth, 
Through days of death and days of birth, 
Through every swift vicissitude 
Of changeful time, unchanged it has stood, 
And as if, like God, it all things saw, 
It calmly repeats those words of awe, — 

" Forever — never ! 

Never — forever ! " 



176 LESSONS IN ENGLISH. 



In that mansion used to be 
Free-hearted Hospitality; 
His great fires up the chimney roared 
The stranger feasted at his board ; 
But, like the skeleton at the feast, 
That warning timepiece never ceased, 

" Forever — never ! 

Never — forever ! " 



VI. 

There groups of merry children played, 

There youths and maidens dreaming strayed 

O precious hours ! O golden prime, 

And affluence of love and time ! 

Even as a miser counts his gold, 

Those hours the ancient timepiece told, — 

" Forever — never ! 

Never — forever ! " 

VII. 

From that chamber, clothed in white, 
The bride came forth on her wedding night ; 
There, in that silent room below, 
The dead lay in his shroud of snow ; 
And in the hush that followed the prayer, 
Was heard the old clock on the stair, — 

" Forever — never ! 

Never — forever ! " 



STUDY OF SELECTION. 177 

VIII. 

All are scattered now and fled, 
Some are married, some are dead ; 
And when I ask, with throbs of pain, 
" Ah ! when shall they all meet again ? " 
As in the days long since gone by, 
The ancient timepiece makes reply, — 

" Forever — never ! 

Never — forever ! " 

IX. 

Never here, forever there, 
Where all parting, pain, and care, 
And death, and time shall disappear, — 
Forever there, but never here ! 
The horologe of Eternity 
Sayeth this incessantly, — 

" Forever — never ! 

Never — forever! " 

Henry Wadsworth Longfellow. 

What is this poem about? Read the first stanza. What is the first 
statement about? What kind of country-seat was it? Where did it 
stand? What is the subject of the next statement? What did the 
poplar-trees do? What is a portico? What is the meaning of antique ? 
What is the subject of the next statement? What is the meaning of 
ancient? From what place did the clock say something? To whom 
did it speak? What did it say? What does the sound of the last four 
words resemble ? 

Read the second stanza. What does the first line tell ? What is the 



178 LESSONS IN ENGLISH. 

clock said to do ? From what place did the clock point and beckon ? 
To what is the clock compared ? How was it like a monk ? 

Read the third stanza. What does the first line tell? What does 
the remainder of the stanza tell ? To what does it refer in the fourth 
line ? Where did the voice of the clock echo ? When did it echo ? 
What is meant by the dead of night ? To what is the sound compared 
in the third line ? Where did the clock seem to speak ? What did it 
say? 

Read the fourth stanza. What is asserted of the clock in the fourth 
line? Through what had it stood unchanged? Whose sorrow and 
mirth are spoken of in the first line ? What is the meaning of vicissi- 
tude ? What does the sixth line tell ? How did the clock repeat the 
words of awe? 

Read the fifth stanza. What does this stanza tell? When are people 
said to exercise hospitality? 

Read the sixth stanza. What does this stanza describe ? What hours 
are so precious ? 

Read the seventh stanza. What do the first two lines tell? What 
does the remaining part of the stanza describe ? 

Read the eighth stanza. To whom does all refer? Of what is the 
second line explanatory? What question is asked in the fourth line? 
What does the timepiece reply? 

Read the last stanza. Give the meaning of this stanza in your own 
words. What is the meaning of horologe ? Of incessantly ? 

Who wrote this poem ? What do you know about the author ? 

Copy the poem, and commit it to me?nory. 



REVIEW. 179 

LESSON CII. 

REVIEW. 

1. Write sentences containing the following words used as 
relative pronouns : — 

who, whose, whom, which, that. 

2. Write sentences containing the folloiving words used as 
interrogative pronouns : — 

who, whose, whom, which, what. 

3. Write sentences containing — 

1. A phrase modifying a verb. 

2. A phrase modifying the subject of a verb. 

3. A phrase modifying the object of a verb. 

4. Write sentences containing — 

1. A clause modifying a verb. 

2. A clause modifying the subject of a verb. 

3. A clause modifying the object of a verb. 

5. Define a simple sentence, and give an example. 

6. Define a compound sentence, and give an example. 

7. Define a complex sentence, and give an example. 

8. Write sentences illustrating the difference between a direct 
and an indirect quotation. 

9. Write the uses of the Italicized words in the following 
" I flew to the pleasant fields traversed so oft 

In life's morning march, when my bosom was young ; 
I heard my own mountain-goats bleating aloft, 

And knew the sweet strain that the corn-reapers sung. 



ro- ■ 



180 LESSONS IN ENGLISH. 



RULES FOR CAPITAL LETTERS. 
l. 

The first word of every sentence should begin with a 
capital letter. 

ii. 

A proper noun should begin with a capital letter ; as, Her- 
bert, London. 

Note. — When a proper name is made up of two or more words, each word 
should generally begin with a capital letter; as, New York, Yale College. 

III. 

Words derived from proper nouns should begin with cap- 
ital letters ; as, Christian, Roman. 



The names of the days of the week and the names of the 
months should begin with capital letters ; as, Monday, June. 



When a title is applied to an individual, or when it is 
used as part of a name, it should begin with a capital let- 
ter ; as, The Mayor of Chicago, President Lincoln, Aunt Mildred. 



The name of a religious body or of a political party, or 
of any special body of men, should begin with a capital 
letter ; as, Presbyterians, Democrats, Freemasons. 

VII. 

Words naming particular things or events of special 
importance should begin with capital letters ; as, The Decla- 
ration of Independence, The Constitution of the United States. 



MARKS OF PUNCTUATION. 181 

VIII. 

The important words in the title of a book, of a news- 
paper, or of any other composition, should begin with cap- 
ital letters ; as, Robinson Crusoe, Harper's Young People, My Trip 
to the Mountains. 

IX. 

All names and titles of the Deity should begin with 
capital letters; as, Lord, Creator, Father, The Supreme Being. 

x. 

The pronoun I and the interjection O should be written 
with capital letters ; as, O father, I see a gleaming light ! 

XI. 

The first word of a direct quotation should begin with 
a capital letter ; as, He replied, " Kindness wins friends." 

XII. 

The first word of every line of poetry should begin with 
a capital letter ; as, — 

" The curfew tolls the knell of parting day, 
The lo7oing herd winds slowly o'er the lea, 
The ploughman homeward plods his weary way, 
And leaves the world to darkness and to me." 

MARKS OF PUNCTUATION. 
I. 

A complete sentence, not interrogative or exclamatory, 
should be followed by a period. 

ii. 

Every abbreviated word should be followed by a period ; 
as, Mr., Dr., Prof. 



182 LESSONS IN ENGLISH. 



The title of a composition, the address of a person on 
a letter, and the signature to a letter or other document, 
should be followed by a period. 

IV. 

An interrogative sentence should be followed by the 
interrogation point; as, Whither are you going? 

v. 

An exclamatory word, phrase, or sentence should be fol- 
lowed by the exclamation point ; as, Hark .' I hear footsteps. 
O noble judge I What a wonderful gift he possesses ! 

VI. 

Words or phrases in the same construction should be 
separated by commas ; as, The lowlands are hot, damp, and un- 
healthy. 

Note. — Two words in the same construction, or two short phrases connected by 
and, or, or nor, should not be separated by the comma; as, He was brave and 
patriotic. 

VII. 

A transposed phrase or clause should generally be sepa- 
rated from the rest of the sentence by a comma ; as, In a 
very short time, they had passed the spot. If we fail, you will be dis- 
appointed. 

Note. — If the phrase is closely united with the sentence, the comma is not used ; 
as, Beneath the window is a wooden bench. 



An explanatory phrase should be separated from the 
rest of the sentence by a comma or commas ; as, Milton, the 
great English poet, was blind. 



MARKS OF PUNCTUATION. 183 

IX. 

Words, phrases, or clauses placed between closely related 
parts of a sentence should be separated from the rest of the 
sentence by commas ; as, It was, in fact, the only thing to do. 

x. 

The clauses of a compound sentence, when short and 
closely connected, should be separated by the comma; as, 

We found the box, but it was empty. 

XI. 

When the members of a compound sentence are sub- 
divided by the comma, they are usually separated by the 
semicolon ; as, The little brook ran along, pausing here to form a 
pool; and then it hurried onward, as if in haste to reach the lake. 



Every direct quotation should be enclosed by quotation 
marks. When the quotation is divided by other words, 
each part should be enclosed by quotation marks \ as, "The 
greatest of faults," says Carlyle, " is to be conscious of none." 

XIII. 

If a quotation is short and not formally introduced, it 
should be separated from the preceding part of the sen- 
tence by a comma ; as, Agassiz once said, " J have no time to 
waste in making money" 

XIV. 

When a quotation is formally introduced by thus, as fol- 
lows, these ivorris, or some similar expression, it should be 
preceded by a colon ; as, Agassiz replied as follows : " I have no 
time to waste in making money." 



184 LESSONS IN ENGLISH. 

XV. 

The name of a person addressed should be separated 
from the rest of the sentence by a comma or commas ; as, 

Where are you going, Paul? Come, Frank, the boat is ready. 

RULES FOR PLURALS. 

Add s to the singular of most nouns, to form the plural ; 

as, bird, birds; paper, papers. 

ii. 

When the singular ends in a sound that does not unite 
easily with the sound of s, some nouns add es to the sin- 
gular to form the plural; as, glass, glasses; box, boxes; watch, 
watches ; dish, dishes. 

in. 

Some nouns ending in / or fe, change / or fe to ves, to 
form the plural ; as, leaf, leaves ; knife, knives. 

IV. 

Some nouns ending in y, change y to ies, to form the 
plural ; as, fly, flies ; city, cities ; army, armies. 

v. 

When a noun ends in y, if a, e, or o comes before the y, 
add s to the singular, to form the plural; as, day, days ; jour- 
ney, journeys ; toy, toys. 

VI. 

Some nouns form their plurals in irregular ways ; as, man, 
men; mouse, mice ; child, children. 



RULES FOR POSSESSIVES. 185 

VII. 

Some nouns have the same form in the singular and in 
the plural ; as, sheep, deer, trout, cannon. 

RULES FOR POSSESSIVES. 



Add the apostrophe (') and s to a singular noun, to form 
the possessive ; as, day, day's ; sister, sister's. 



Add the apostrophe (') to a plural noun ending in s, to 
form the possessive ; as, days, days' ; sisters, sisters' . 

in. 

Add the apostrophe (') and s to a plural noun not ending 
in s, to form the possessive ; as, women, women's ; chi/dren, 
children's. 



Part Fourth. 



LESSON I. 

THE PARTS OF A LETTER. 

A Letter is made up of five parts. (See Form on next page.) 

If a letter fills a page or more, it should begin about an inch 
and a half from the top of the page. But if it occupies only a 
few lines, it should begin lower down, so that the margins above 
and below the letter may be about equal. The first line of the 
heading should begin a little to the left of the middle of the page. 

A margin should be left on the left-hand side of each page. 
The width of this margin should be about one-quarter of an 
inch on note-paper, and about half an inch on large letter-paper. 

The address is usually placed at the beginning of a business 
letter and at the close of a familiar letter. 

When the address is placed at the close of a letter, the saluta- 
tion should begin at the marginal line, on the first line below 
the heading, and the body of the letter should begin at the end 
of the salutation, on the first line below. 

WRITTEN EXERCISE. 

I. Copy on note-paper the following letter-form. Leave on tin- 
left-hand side of each page a margin one-quarter of an inch wide, 



188 LESSONS IN ENGLISH. 



cJfy 


[heading.] 

(2lt&n>£€z. ^CUt-<l&cz<t&^ /Vast.; 

[salutation.] 

[body of letter.] 




' 






cJf*. 


[conclusion. J 
[address.] 



THE HEADING. 189 



and arrange the different parts as they are arranged in the model 
given. 

2. Write a letter-form similar to the one given in this lesson, 
using in it your own name and address, and the name and address 
of one of your friends. Draw dotted lines to represent the body 
of the letter. 



LESSON II. 

THE HEADING. 

The Heading of a letter shows where the letter was written 
and when it was written. 

If the letter is written from a city, the heading should contain 
the number of the house, the name of the street, the name of 
the city, and the name of the state. 

Note. — Sometimes the number of the post-office box is used instead of the 
number of the house and the name of the street. 

If the letter is written from a small town, the heading should 
contain not only the name of the town and the name of the 
state, but the name of the county also. 

If the letter is written from a large school, from a hotel, or 
from any well-known institution, the name of the institution 
may take the place of the street and number. 

The heading should begin about an inch and a half from the 
top of the page, and a little to the left of the middle. If the 
heading is short, it may be written on one line. If it occupies 
two or three lines, the second line should bes:in a little farther 



190 LESSONS IN ENGLISH. 

to the right than the first, and the third line should begin a 
little farther to the right than the second. 

FORMS OF HEADING. 



^ Qelwi&nt; cMny &, J&fJf. 



3. 

y-/(^ CMtU&rt, £&€._, CmituLa.utfteej (/fid-., 

4. 



KptZsdd-tz-'t, \js&-cie€Z>e , 






THE HEADING. 191 



Mention the different items in each heading. What mark is used to 
separate those parts ? What mark is placed at the close of each heading ? 

Separate by commas the different items in the heading, 
and place a period at the close of the heading. 

Note. — If any of the words in the heading of a letter are abbreviated, the 
different items must be separated by commas the same as if the words were written 
in full. A period must be placed after each abbreviation. 

Do not omit the name of the state from the heading of a 
letter; thus, not Springfield, July 24, 1888. 

Do not abbreviate the name of a city ; not N. Y. for New York. 

Do not abbreviate the distinguishing word in the name of 
a county ; thus, not Scho. Co. for Schoharie Co., Wash. Co. for 
Washington Co. 

Do not write st, d, or th after the number denoting the day of 
the month, when that number is immediately followed by the 
number denoting the year; not, Jan. 1st, 1876, for Jan. 1, 1876; 
May 3d, 1870, lor May 3, 1870 ; Dec. 25th, 1885, for Dec. 25, 1885. 

WRITTEN EXERCISES. 
I. 

I. Copy the foregoing Headings. Be careful to arrange the 
different parts as they are arranged in the forms given. 

11. 

Write headings for letters from the items given below. A rrange 
the items like those in the foregoing forms. 

1. Austin, Texas, May 3, 1883. 

2. 839 Wabash Avenue, Chicago, Illinois, November 15, 1880. 

3. Cooperstown, Otsego County, New York, August 26, 1874. 



192 LESSONS IN ENGLISH. 

4. Yale College, New Haven, Connecticut, February 22, 1891. 

5. P. O. Box 947, Philadelphia, Pennsylvania, January 17, 1896. 

hi. 

Write a heading for a letter to be sent from your home to-day. 



LESSON III. 

THE SALUTATION. 

The Salutation consists of the opening words of respect or 
affection. 

FORMS OF SALUTATION. 

To relatives or friends — 

hzouu Sa/tJi&v, — THtf d&cw @loMb, — 

TTly dooub Tftobtuvu, — btcuu V/ynL& fftoviaf,— 

h&OAs ScllV-dAxl: — h&OUL 7lK. ttfolSpUU : — 

To strangers — 



tfi/U: — 

h&cui TTldcLa/yyo ■■ — $zm£Uwtf/yL: — 

With what kind of letter does each salutation begin ? Mention the 
words that are used for the names of the persons addressed. By what 
marks are some of the salutations followed ? By what are others fol- 
lowed ? 



THE CONCLUSION. 



When the words father, mother, sister, cousin, etc., are 
used in the salutation of a letter, they should begin with 
capital letters. 

The salutation may be followed by a comma and a dash, 
or by a colon and a dash. 

Note. — Some writers do not use the dash in the salutation unless the body of the 
letter begins on the same line as the salutation. 

When the address is placed at the close of a letter, the salu- 
tation should begin at the marginal line, on the first line below 
the heading ; but when the address is placed at the beginning of 
a letter, the salutation should be placed on the first line below 
the address. (See p. 188, and pp. 196 and 197, Ex. 1 and 2.) 

WRITTEN EXERCISES. 

Copy the foregoing Forms of Salutation. 

11. 

Write a salutation for a letter to — 

1. Your mother or your guardian. 5. Your teacher. 

2. A lady who is a stranger. 6. Your aunt. 

3. A gentleman who is a stranger. 7. One of your classmates. 

4. A business firm. 8. Your cousin. 



LESSON IV. 

THE CONCLUSION. 

The Conclusion of a letter is made up of the closing words 
of respect or affection and the signature of the writer. 



194 LESSONS IN ENGLISH. 



FORMS OF CONCLUSION. 






/-/' . 






at4i- <CO''iAi,'n<€Z dcz>i4cz</lle-i , 



£■-&.. 



wfy-14-C-C'U' 14C-U,4>d; 



THE CONCLUSION. . 195 

With what kind of letter does each conclusion begin? What mark 
separates the closing words from the name of the writer? What mark 
is placed after the signature? 

The first word of the conclusion should begin with a 
capital letter. 

The closing words should be separated from the signature 
of the writer by a comma. 

A period should be placed after the signature of the writer. 

Some of the forms used in closing familiar letters are — 
Your friend. Your affectionate father. 

Lovingly yours. Your loving son. 

Affectionately yours. Ever yours. 

Most sincerely yours. Very sincerely 

The most common forms for closing business letters are — 
Yours respectfully. Yours truly. 

Respectfully yours. Very truly yours. 

Yours very truly. Very respectfully yours. 

When the words, sister, brother, friend, etc., are used in 
the conclusion of a letter, they should begin with small 
letters. (See Form 3, p. 194.) 

WRITTEN EXERCISES. 
I. 

Copy the foregoing Forms of Conclusion. 
11. 

1. Write five different forms for closing familiar letters. 

2. Write five different forms for closing business letters. 



196 LESSONS IN ENGLISH. 

LESSON V. 

THE ADDRESS. 

The Address is made up of the name, the title, and the resi- 
dence or place of business of the person written to. 

Note. — If the letter is an important one, the address should contain not only 
the name of the place where the letter is to be sent, but the street and number, the 
county, or such other items as make up the full address. But in ordinary letters the 
name of the city or town and the name of the state will be sufficient. Many per- 
sons omit the address altogether in familiar letters. 

In business letters, the address of the person written to is 
usually placed at the beginning of the letter ; but in letters to 
relatives or intimate friends, it is written at the close of the 
letter. When the address is placed at the beginning of a letter, 
it should begin at the marginal line, on the first line below the 
heading (see Business Letter, p. 203) ; but when it is placed at 
the close of a letter, it should begin at the marginal line, on the 
first line below the signature (see p. 188). 

FORMS OF ADDRESS. 

1. — Business Letter. 









THE ADDRESS. 197 



, — Business Letter. 



3. — Familiar Letter. 









Mention the different items in each address and tell how those ports 
are separated. What mark is placed at the close of each address ? 

Separate the different parts of the address by commas, 
and place a period at its close. 

Do not forget to use a title when writing a person's address. 
Some of the most common titles used in addresses are — 



198 LESSONS IN ENGLISH. 

I. — Before the Names of Persons. 

Mrs.,* Miss, Mr., Rev., Prof., 

Master, Misses, Messrs., Dr., Hon. 

Prefix Mrs. to the name of a married woman ; Miss to the 
name of an unmarried woman ; Mr. to the name of a man who 
has no higher title ; and Master to the name of a boy. In 
writing to two or more gentlemen, use the title Messrs. ; to two 
or more young ladies, the title Misses. Prefix Rev. to the name 
of a clergyman, or Rev. Mr. if the Christian name is not known ; 
Dr. to the name of a physician ; Prof, to the name of one who 
has been elected to a professorship in a college or other insti- 
tution of learning ; and Hon. to the name of a cabinet officer, 
a member of Congress, a judge, a mayor, and to the names of 
some others of similar rank. 

Note. — When a lady writes to a stranger, she should prefix Miss or Mrs. to her 
name, so that the person who answers the letter may know how to address the reply. 

II. — After the Names of Persons. 
Esq.,* M.D., D.D., 
A.M., Ph.D., LL.D. 

Esq. is added to the name of a member of the legal profes- 
sion, and to the names of civil officers not entitled to the prefix 
Hon. A.M., M.D., Ph.D., D.D., and LL.D. are titles conferred 
by universities, colleges, or other institutions of learning. 

Do not prefix Mr. to a name when Esq., A.M., or some simi- 
lar title is added to the name ; and do not prefix Dr. to a name 

* The meanings of these titles are given in the list of abbreviations on pages 
219-221. 



THE BODY OF A LETTER. 199 

that is followed by one of the titles, M.D., Ph.D., D.D., or 
LL.D. ; thus, not Dr. John Brown, M:D., but Dr. John Brown, 
ox John Brown, M.D. Not Rev. Dr. Henry S. White, D.D., 
but Rev. Dr. Henry S. White, or Rev. Henry S. White, D.D. 

WRITTEN EXERCISE. 

Write addresses to be used in letters for — 

a married lady, a boy, a clergyman, 

an unmarried lady, an editor, a physician, 

a member of Congress, a business firm, a lawyer. 



LESSON VI. 

THE BODY OF A LETTER. 

The Body of a letter usually begins at the end of the saluta- 
tion, on the first line below it (see p. 188) ; but when the address 
and salutation together occupy more than two lines, the body 
of the letter may begin on the same line with the salutation. 
(See pp. 196 and 203.) 

Adapt the style of the letter to the subject. In writing to 
relatives or to intimate friends, be unreserved — write as you 
would talk if your friends were present. In writing to superiors 
or to strangers, be respectful. 

Begin at once with what you wish to say, and when you have 
finished do not try to think of soriiething to fill the sheet, but 
add the closing words of respect or affection, and sign your 
name. 

Do not write a succession of short sentences with the subjects 



200 LESSONS IN ENGLISH. 

omitted ; as, Had a pleasant journey. Found my friends well. 
Shall expect to hear from you soon. 

Do not begin a new paragraph under the last word of the 
preceding paragraph, but leave a space the width of the margin 
at the beginning of the first line in every paragraph, except the 
first. 

Do not rule a line for the margin of a letter. 

When you use the letters st, d, or th after the day of the 
month, do not write them above the line, but on the line ; as, 
Dec. 16th, not Dec. i6£. 

Do not place periods after ist, 2d, 3d, 4th, etc. 

Do not place two periods at the close of a sentence when the 
last word is abbreviated ; as, His address Is Springfield, III. 
Not, His address is Springfield, III.. 

Do not forget to enclose a postage stamp when you write 
requesting an answer for your own benefit. 

Do not send a letter carelessly written. Pay particular atten- 
tion to penmanship, capital letters, and marks of punctuation. 

WRITTEN EXERCISES. 

Write a letter to one of your cousins or to some other friend, 
describing your school. Tell the number of pupils, the number of 
teacher's, and such other tilings about the school as interest you most. 

Follow the form given on page 188. Give your full address 
in the heading, and sign your own name to the letter. 

n. 

Suppose you are away from home attending school. Write a 
letter to some member of your family, requesting to have some 
article that you need sent to you. 



THE SUPERSCRIPTION. 



201 



LESSON VII. 

THE SUPERSCRIPTION. 

The address on the envelope is called the Superscription. 

FORMS OF SUPERSCRIPTION. 



Mil 



/ ;rt fj-etft- 



7 








Stamp. 







202 LESSONS IN ENGLISH. 

Write the first line of the address near the middle of the 
envelope, making the right and left margins equal. Begin each 
of the other lines a little farther to the right than the preceding 
line. 

Do not rule the envelope with a pin, or with a pencil, even if 
you erase the mark. 

Be careful not to address the envelope upside down. Write 
the address so plainly that it cannot be misunderstood. 

Place the stamp at the upper right-hand corner of the en- 
velope. 

To fold a sheet of ordinary note-paper so that it will fit an 
envelope a little longer than the width of the sheet, lay the 
sheet before you with the first page up, and the double edge 
toward your left hand. Then turn the lower third of the sheet 
up, fold the upper third down over this, and press the folds. 

If a large square envelope is used, only one fold should be 
made. Place the sheet before you in the manner described, 
turn the lower part of the sheet up until the lower and upper 
edges meet, and press the fold. 

Insert the letter in the envelope in such a manner that it 
may be right side up when it is taken from the envelope and 
unfolded. 

WRITTEN EXERCISE. 

1. Copy on envelopes the foregoing superscriptions. 

2. Write on envelopes the superscriptions of letters to be sent 
to — 

i. Your father or guardian. 3. Your teacher. 

2. One of your classmates. 4. A business firm. 

5. Your uncle in a distant city. 



BUSINESS LETTER. 



LESSON VIII. 

A BUSINESS LETTER. 
FORM OF BUSINESS LETTER. 



bmvmAub 2d, /88a. 

two clMcuw; {$2\ fob / h)AmA faL&afrb &muL 
to nnaf addi&sbfr a &(yjQAf of "ti6uv / fe& , b'& Ijou/yoa 
^ttyfelzs" fov cyyib yzcuv, o&ai/} / Ln / bLo / La w-vtfb tfw 
'YLux/t mwmAub. 



What is the first thing spoken of in the body of the letter? What 
does the letter ask to have sent? Where is it to be sent? When is 
the subscription to begin? 



204 LESSONS IN ENGLISH. 



Copy the foregoing letter. Pay particular attentiou^to capital 
letters, marks of punctuation, and arrangement of the different 
parts. 



LESSON IX. 

LETTERS ORDERING PERIODICALS. 
I. 

Write a letter ordering "St. Nicholas," "Youth's Companion," 
" Wide Awake" or some other magazine or paper that you would 
like to take. 

Use your own name and address in the letter, and write as 
carefully as if the letter were to be sent. 

ii. 

Write a letter ordering some newspaper that is published near 
your home. 



LESSON X. 

CHANGE OF ADDRESS. 

Suppose you are a subscriber for some magazine or paper, and 
that you wish to have the address changed. Write to the pub- 
lishers and reqjeest to have the paper sent to your new address. 
Mention in your letter the name of the periodical, and give the 
old address as well as the new. 



LETTERS ORDERING BOOKS. 205 



LESSON XI. 

LETTERS ORDERING BOOKS. 

Hartford, Conn., Sept. 7, 1885. 

Messrs. Houghton, Mifflin, & Co., 
4 Park Street, 

Boston, Mass. 
Gentlemen : — Please send me, by the American Express, 
the following books : — 

1 Hawthorne's Twice-Told Tales, School Edition. 
1 Uncle Tom's Cabin, Popular Edition. 

1 American Prose, cloth. 

2 doz. Longfellow Leaflets. 
2 doz. Whittier Leaflets. 

Please send the bill by mail. 

Yours respectfully, 

Edwin D. Mead. 

Note. — If you are ordering books that are published in various styles, state in 
your order not only the title of the book, but also the edition and style of binding 
that you prefer. It is well to state also the author's name. 

WRITTEN EXERCISE. 

i . Copy the foregoing letter. 

2. T J link of some book that you would like to own, and write 
to the publishers and order the book. 

3. Write to the publishers of your Reader or of your Geography, 
and order a sufficient number of copies of the book to supply your 
class. 



206 LESSONS IN ENGLISH. 

LESSON XII. 

MISCELLANEOUS ORDERS. 

1. Write to William Gray, Canton, N.Y., ordering the follow- 
ing seeds to be sent, by mail, to yonr address : — 

i pkg. Pansy, light blue, 1 5 cts. ; 1 pkg. Pansy, King of the 
Blacks, 15 cts. ; 1 pkg. Verbena, scarlet, 20 cts. ; 1 pkg. Ver- 
bena, mixed varieties, 20 cts. ; 1 pkg. Sweet Mignonette, 5 cts. ; 
1 oz. Sweet Peas, mixed colors, 10 cts. 

Follow the form given in the last lesson. 

2. Write a letter to some business firm that yon know, order- 
ing goods of some kind. State clearly the number and kind of 
articles that you want, and tell how you wish them sent. 



LESSON XIII. 

MISCELLANEOUS APPLICATIONS. 

Frankfort, Ind., July 17, 1887. 
Rev. Joseph Cummings, D.D., LL.D., 

President of the Northwestern University, 

Evanston, 111. 
Sir : — Please send me a copy of your last catalogue, 
and oblige. 

Respectfully yours, 

Albert Raymond. 

Who is addressed in this letter? How many titles are added to his 



BILLS. 



207 



name? What marks separate those titles from the remainder of the 
address and from each other? 

WRITTEN EXERCISE. 

1 . Copy the letter at the head of this lesson. 

2. Write to the principal of some large school asking for a cir- 
cular of the school. 

3. Write to a dry goods firm for samples of goods. Tell ivliat 
kind of goods you wish. 



LESSON XIV. 

BILLS. 



Mr. Lyman Gilbert, 



Chicago, Nov. 1, 1884. 
Bought of Smith & Howard. 



50 lbs. Coffee Sugar, (a) S0 

10 lbs. Java Coffee, " 35^ 

4 lbs. Oat Meal, " 5^ 

8 doz. Eggs, " 20^ 

4 gals. Molasses, " 70^ 

50 lbs. Butter, " 25^ 

2 doz. Lemons, " 15^ 



>-4 



Received Payment, 

Smith & Howard, 
per Scott. 



208 



LESSON IN ENGLISH. 



When a bill is paid, the person to whom the money was due 
gives a receipt, or writes "Received Payment," and signs his 
name. The latter is called receipting a bill. 

When a clerk receipts a bill, he signs the name of his em- 
ployer, and then writes his own name below. In the example 
above, a clerk named Scott receipted the bill for his employers. 

What should be written first in a bill? Where should the name of 
the person that buys the articles be written ? Where should the name 
of the person or firm that sells the articles be written? How are the 
names of the articles written ? 



Miss Helen R. White, 



Philadelphia, April 23, 1885. 
To Margaret D. Harris, Dr. 



i»»5 
Mar. 



Apr. 



1 Mozart Sonata 

1 Haydn Sofrata 

1 Nocturno, Zimmermann . . . . 
1 Songs without Words, Mendelssohn 
1 Rondo, Beethoven 



23 j 1 Term Instruction 



$23 



Received Payment, 

Margaret D. Harris. 

Of what is the second bill a record ? Where are the different items 
placed? Where are the dates written? What words should not be 
written until the bill is paid? 

WRITTEN EXERCISE. 

Rule paper as in the models given, and copy the two bills. 



RECEIPTS. 209 

LESSON XV. 

BILLS. 

WRITTEN EXERCISES. 
I. 

Herman Fuller bought the following articles of Bell and Nor- 
ton, Minneapolis, Minn., Dec. 17, 1883: 1 Saddle @ $15 ; 1 
Bridle (a, $5 ; 1 Riding Whip @ $2 ; 2 pairs Skates @ $2.50; 2 
Pocket Knives @ $.75 ; 1 Hatchet @ $1.25. 

Make out the bill, and receipt it in your own name as clerk. 



Mrs. Harriet West of Buffalo, N.Y., made a dress for Mrs. 
Orlando Foster. She furnished the following articles : 2\ yds. 
French Silesia @ 22^ ; 7 yds. Cambric @ 64 ; 2 doz. Buttons 
@$i.oo; 3 Whalebones @ 10^; Braid, Silk, and Twist, 40^. 
She charged $10 for making the dress. 

Make out a receipted bill, dated May 10, 1887. Follow the 
Form given in Lesson XIV. 



LESSON XVI. 

RECEIPTS. 

A written acknowledgment of money or goods received is 
called a Receipt ; as, — 



210 LESSONS IN ENGLISH. 

l. 

f66m. JoOAU^noM-, 77ld., /7ta&. f, fcfcfcf. 

Jueceooed Atnn Jyeo£a>e ;&. uMiott 
^uztu and iio JJoMau, to hala?ice aoooumt. 

/7t. J. Joi^ou,. 

$36. 0rUcaao, Tune f, f$$7. 

Jteceuied Atym ^eJ!en- /7l. 0uuoJv4d> 
JfUM^u oOotvaM, jkMs Soatd to trud, date. 

When is a receipt given ? By whom is it signed ? In how many 
places is the amount written ? How is it written ? Why is it written 
twice ? 

For what purpose was the first sum paid ? What is meant by " bal- 
ancing" an account? 

WRITTEN EXERCISES. 
I. 

Copy the foregoing receipts. Be careful to arrange the different 
parts like those in the models given. 

ii. 
Suppose Walter D. Moore rents a house that you own. On 



ADVERTISEMENTS. 211 

the first day of this month he paid you thirty dollars for rent of 
house to that time. 

Write a receipt for the amount received. Follow the Forms 
given in this lesson. 

Look at the bills in Lesson XIV., and write the two receipts 
that might have been given in place of the receipted bills. 



LESSON XVII. 

ADVERTISEMENTS FOR ARTICLES LOST. 

Lost. — On Saturday afternoon, between the Commercial 
Bank and the Post Office, a small black morocco pocket-book, 
containing a check on the Commercial Bank and one or two 
dollars in silver. The finder will be suitably rewarded upon 
leaving the article at 714 Broadway. 

What was lost? What does the phrase on Saturday afternoon tell? 
What does the second phrase tell ? What words describe the pocket- 
book? What did the pocket-book contain? Where was the finder 
requested to leave the article? 

When you write an advertisement about an article that is lost, 
describe the article so clearly that it may be known from your 
description. 

WRITTEN EXERCISE. 

Suppose you have lost one of the articles named below. Write 
an advertisement about the lost article, to be inserted in one of the 
papers in your town. 

bracelet, knife, dog, horse. 



212 LESSONS IN ENGLISH. 

LESSON XVIII. 

ADVERTISEMENTS FOR ARTICLES FOUND. 

Found. — In Main Street, last Friday morning, a watch. The 
owner can have the article by calling at this office, proving the 
property, and paying for this notice. 

What article was found ? Where was it found ? When was it found ? 
What is meant by proving the property f 

When you write an advertisement about an article that has 
been found, do not describe the article fully, lest the wrong per- 
son should claim it. 

WRITTEN EXERCISE. 

Suppose you have found one of the things named below. Write 
a notice for a paper, advertising the article. 

muff, coat, bank-book, travelling-bag. 



LESSON XIX. 

ADVERTISEMENTS FOR HELP, 
l. 

Wanted. — A neat, strong girl for general housework ; must 
understand cooking; references required. Apply at 189 West 
57th Street. 

2. 

Wanted. — A bright, active, honest boy for office-work. 



ADVERTISEMENTS. 213 

Apply by letter, stating age and giving references. Address 
Dr. L. B. Porter, P. O. Box 1247, New York. 

What is the first advertisement for? What qualifications must the 

girl have ? How is the applicant expected to apply ? 

What is the second advertisement for? How is the applicant to 
apply ? 

WRITTEN EXERCISE. 

1. Copy the foregoing advertisements. 

2. Write an advertisement asking for a woman or a girl to 
take care of young children. Mention some of the qualities that 
the applicant must possess. 

3. Write a letter in answer to the second advertisement above. 
Give for reference the name of your teacher. 

Note. — Do not forget the proper form for the heading, the address, and the 
other parts. Remember that a neat, well-written letter, sent in answer to an adver- 
tisement, will aid the applicant in securing the desired position. 



LESSON XX. 

ADVERTISEMENTS FOR SITUATIONS. 

Wanted. — By a young man, a situation as coachman ; un- 
derstands the care of horses and is a careful driver ; good 
references. Address F. B., 325 Third Avenue. 

Who advertises for a situation ? What situation does he wish ? What 
does the writer say he can do ? 

WRITTEN EXERCISE. 

i. Write an advertisement for a situation as gardener. 



214 LESSONS IN ENGLISH. 

2. Write an advertisement for a situation as cook. 

3. Write an advertisement for a situation as janitor. 

4. A dressmaker wishes to go out by the day. Write an ad- 
vertisement for her. 



LESSON XXI. 

NOTICES OF PUBLIC MEETINGS. 

The annual meeting of the Woman's Foreign Missionary 
Society will be held at the Fourth Presbyterian Church on 
Tuesday, the 25th inst, at 3 o'clock p.m. 

Of what meeting is this a notice ? Where is it to be held ? When 
is it to be held? 

WRITTEN EXERCISES. 
I. 

Rev. William Howard, D.D., zvill deliver a lecture on Tem- 
perance at some church or hall in your place. Write a notice of 

the lecture. 

11. 

Some society in your place is to hold an annual meeting for 
the election of officers. Write a notice of the meeting. 

in. 

Your school is to have public exercises. Write a notice telling 
where and when the exercises are to be held. 

IV. 

Write public notices similar to those you heard read from the 
pulpit last Sunday. 



TELEGRAPHIC DESPATCHES. 215 



LESSON XXII. 

TELEGRAPHIC DESPATCHES. 

1 . Write from the items given below, telegraphic despatches of 
not more than ten words each. 

Note. — Do not count the words in the addresses nor in the signature. 

1. 

Hanover, N.H., Dec. 17, 1889. 
Mrs. G. W. Hall, 

Rutland, Vt. 
I shall not reach home to-night, on account of a railroad 
accident. No one is injured. 

G. W. Hall. 

3. 

Ithaca, N.Y., March 18, 1887. 
Mr. H. R. Raker, 

Omaha, Neb. 
The house is sold, and possession is to be given on May 
1 st. I have written you full particulars. 

R. S. Allen. 
3. 

Baltimore, Md., Dec. 18, 1884. 
To the Passenger Agent of the 

Delaware, Lackawanna, and Western Railroad, 

285 Broadway, New York. 
Please reserve for me a lower berth in the sleeping-car 
that leaves New York for Oswego on Friday, the 23d inst. 

S. T. Norton. 

2. Write five telegraphic despatches to be sent by you to-day. 



216 LESSONS IN ENGLISH. 

LESSON XXIII. 

INVITATIONS. 

Invitations are usually written in the third person ; thus — 

FORM OF INVITATION. 

7?u. ~~~J- 7n~~ $Lju~~<~jl 



T 






INVITATIONS. 217 



The form of the answer should correspond to the form of 
the invitation, as in the following examples : — 

1. — Acceptance. 

71%. §z/yufc l(j/Yba amvftsbos wttA felzMMsW- 
?/%. a/nxi TTlvsb. Sclim^d Ma/nLznJ& fai/nxl i/yvui- 
tayUxyyv fob &iu&ML(iaf w-zmA/rva, Jwyub PtpUv. 

3. — Regret. 

171^, Suyvab tQ/rua v&av&ta tfhout, (wu dmow/it 
of cu JQA^AHAmfo byiaaauvyiwvt' f Jv& ul- wyuoMt to 
cuwe/ftvb THv. a/yici TTivb. Sdmcvbcl ^tamLmfo, ^a/wcL 
i/jviHjboutiavb fab ^wmdaAf zvvyU/yuq, jwyu& 2VtA. 

WRITTEN EXERCISES. 
I. 

Copy on note-paper the foregoing forms. Begin the first line, 
and also the address or date, a little farther to the right than 
the other lines. 

ii. 

i. Write an invitation to dinner from Mr. and Mrs. Luther 
Brown to Miss Julia Reed. 

2. Write an answer, accepting the invitation. 

3. Write an ansiver, declining the invitation. Give a reason 
for declining. 



LIST OF ABBREVIATIONS. 



Account ...... Acct. 

Afternoon {post meridiem) . P.M. 

Alabama Ala. 

And others ; and so forth, etc. or &c. 

Anonymous Anon. 

Arizona Territory . . . Ar. Ter. 

Arkansas Ark. 

At or to . @ 

August Aug. 

Avenue Av. 

Bachelor of Arts . A.B. or B.A. 

Before Christ B.C. 

Before Noon {ante meridiem), A.M. 

Bishop Bp. 

By the hundred {per centum), 

per cent. 

California Cal. 

Captain Capt. 

Cent Ct. 

Collect on Delivery . . . C.O.D. 

Colonel Col. 

Colorado Col. 

Company Co. 

Connecticut Conn. 

Corresponding Secretary, Cor. Sec. 

County Co. 

Credit Cr. 

Creditor ....... Cr. 



Dakota Territory . . Dak. Ter. 

Debtor Dr. 

December Dec. 

Delaware Del. 

District of Columbia . . . D.C. 

Doctor Dr. 

Doctor of Divinity .... D.D. 

Doctor of Laws LL.D. 

Doctor of Medicine . . . M.D. 
Doctor of Philosophy . . . Ph.D. 

East E. 

Esquire Esq. 

Example Ex. 

Fahrenheit (thermometer), 

F. or Fahr. 

February Feb. 

Fellow of the Royal Society, F.R.S. 

Florida Fla. 

For example {exempli gratia), e.g. 
For the time being {pro tempore), 

Pro tern. 

Friday Fri. 

General Gen. 

Gentlemen {Messieurs) . Messrs. 

Georgia Ga. 

Governor Gov. 

Governor-General . . Gov.-Gen. 
He or she drew it {Dclineavit), Del. 



220 



LESSONS IN ENGLISH. 



He or she painted it (Pinxit), Pinx. 

Honorable Hon. 

Idaho Territory .... Id. Ter. 

Illinois 111. 

Indiana Ind. 

Indian Territory . . . Ind. Ter. 
Instant — the present month . inst. 
In the year of our Lord . . A.D. 
In the year of the world . . A.M. 

Iowa Io. 

January Jan. 

Junior Jr. or Jun. 

Kansas . Kan. 

Kentucky Ky. 

Last month {ultimo) . . . ult. 

Lieutenant Lieut. 

Lieutenant-Colonel . . Lieut.-Col. 
Lieutenant-General . . Lieut.-Gen. 
Lieutenant-Governor . Lieut.-G-ov. 

Louisiana La. 

Long Island L.I. 

Madame Mme. 

Mademoiselle Mile. 

Maine Me. 

Major-General . . . Maj.-Gen. 

Manuscript Ms. 

Manuscripts Mss. 

Maryland Md. 

Massachusetts .... Mass. 
Master of Arts . . A.M. or M.A. 
Member of Congress . . . M.C. 
Member of Parliament . . M.P. 

Michigan Mich. 

Minnesota Minn. 

Mississippi Miss. 

Missouri Mo. 

Mister Mr. 

Mistress Mrs. 



Monday Mon. 

Mount Mt. 

Montana Territory . . Mon. Ter. 

Nebraska' Neb. 

Nevada Nev. 

New Hampshire N.H. 

New Jersey N.J. 

New Mexico N.M. 

New York N.Y. 

Next month (proximo) . . prox. 
Noon (meridies) .... M. 

North N. 

North America N.A. 

North Carolina N.C. 

Note well {not a bene) . . . N.B. 

November Nov. 

Number No. 

October Oct. 

Ohio O. 

Oregon Or. 

Page p. 

Pages pp. 

Pennsylvania . . . Pa. or Penn. 

Postmaster P.M. 

Post-office ...'... P.O. 
Postscript (J>ost scriptum) . P.S. 

President Pres. 

Professor Prof. 

Railroad R.R. 

Reverend Rev. 

Rhode Island R.I. 

Right Reverend . . . . Rt. Rev. 

Saturday Sat. 

Senior Sr. or Sen. 

September Sept. 

South S. 

South Carolina S.C. 

Street St. 



LIST OF ABBREVIATIONS. 



221 



Sunday Sun. 

Superintendent Supt. 

Tennessee Tenn. 

Texas Tex. 

The same {ditto) .... do. 

Thursday Thurs. 

Tuesday Tues. 

United States U.S. 

United States Army . . U.S.A. 
United States Mail . . . U.S.M. 



United States Navy . . U.S.N. 
Utah Territory . . . . U. Ter. 

Vermont Vt. 

Virginia Va. 

Washington Territory . . W. Ter. 

Wednesday Wed. 

West W. 

West Virginia . . . . W. Va. 

Wisconsin Wis. 

Wyoming Territory Wy. Ter. 



INDEX. 



PART THIRD. 



Adjectives, 23. 

Choice of, 25. 

Comparison of, 26. 

Use of, 52. 
Adverbs, 47. 

Use of, 52. 
Analysis of Sentences, 172. 
Antecedent, 146. 
Capital Letters, Use of, 2, 7, 8, 9, 10, 

12, 68, 180, 181. 
Clauses, 145. 

Independent, 145. 

Dependent, 145. 
Colon, 183. 
Comma, Use of, 54, 70, 156, 157, 159, 

162, 182, 183, 184. 
Composition, 19, 31, 41, 59, 62, 80, 

97, 106, 121, 136, 144, 153, 170. 
Compound Possessives, 77. 
Conjunctions, 66. 
Dictation Exercise, 10, 12, 57, 75, 77, 

171. 
Exclamation Point, Use of, 2, 68. 
Explanatory Expressions, 156. 
Forms of Pronouns — 

Nominative, 85. 

Objective, 86. 

Possessive, 87. 



Forms of the Verb — 

Active, 37. 

Passive, 37, 109. 

Progressive, 109. 
Forms of Who, 14.7. 
Forms of Write, 108. 
Gender Forms of Pronouns, 83. 
Infinitive, The, 139. 
Interjections, 68. 
Intermediate Expressions, 157. 
Interrogation Point, Use of, 2. 
Manner of Asserting, 137. 
Masculine and Feminine Nouns, 7S. 
Modifiers, Position of, 51. 
Negatives, 49. 
Nouns, 6. 

Common, 7. 

Proper, 7. 
Object, 36, 63. 
Paragraph, The, 29. 
Participles, 103. 

Present, 104. 

Past, 104. 
Period, Use of, 2, 2, 181. 
Personal Pronouns, Forms of, 88. 
Phrases, 140. 

Adjective, 141. 

Adverbial, 141. 



224 



INDEX. 



Possessive Forms of Nouns, 75. 
Predicate, The, 3. 

Adjectives that Complete, 39. 

Nouns that Complete, 40. 
Prepositions, 63. 

Choice of, 64. 
Pronouncing Exercise, 20, 32, 46, 60, 

69, 81, 97, 105, 118, 125, 137, 144, 

150, 159, 172. 
Pronouns, 22. 

Adjective, 89. 

Interrogative. 149. 

Personal, 81. 

Relative, 146. 
Quotations, 160. 

Direct, 162. 

Indirect, 162. 
Quotation Marks, 160. 
Review, 20, 32, 46, 56, 71,91, 135, 151, 

179. 
Semicolon, Use of, 70. 
Sentence, The, 1. 

Declarative, 1. 

Exclamatory, 1. 

Imperative, 1. 

Interrogative, 1. 

Simple, 69. 

Compound, 69. 

Complex, 145. 
Singular and Plural Forms — 

Of Nouns, 74. 

Of Verbs, 98. 
Study of Selection — 

Little Bell, 13, 16. 

The Busy Bee, 29. 

Copernicus and What He 
Thought, 41. 



Study of Selection — 

The Spacious Firmament on 
High, 44. 

The Old Angler's Cottage, 57. 

Extract from " Snow-Bound," 60. 

Robert of Lincoln, 93. 

The Landing of the Pilgrim 
Fathers, 118. 

The Gladness of Nature. 142. 

The Daffodils, 153. 

The Pied Piper of Hamelin, 163, 
167. 

The Old Clock on the Stairs. 1 74. 
Subject, The — 

Of a Sentence. 3. 

Of a Verb, 34. 
Summary of Rules for — 

Capital Letters, 180. 

Marks of Punctuation, 181. 

Plural Forms, 184. 

Possessive Forms, 185. 
Tense — 

Present. 101. 

Past, 101. 

Future, 101. 
Time Expressed by Verbs, 100. 
Transposed Expressions, 158. 
Use of — 

Lay and Lie, 122. 

Sit and Set, 123. 

Shall and Will, 126, 127. 

Should and Would, 129. 

Learn and Teach, 130. 

May and Can, 131. 

Think; Guess; Expect, 132. 

Stop and Stay, 133. 

Love and Like, 1 34. 



INDEX. 



225 



Verbs, 34. 

Transitive, 36. 
Intransitive, 36. 
Auxiliary, 101. 
Irregular, 102. 
Regular, 102. 



Verbs, Forms of, in, 112, 114, 116. 
Words Derived from Proper Names, 

11. 
Written Exercises — 

Throughout the Work. 



226 



INDEX. 



PART FOURTH. 



Abbreviations, List of, 219. 
Acceptance, 217. 
Address, The, 196. 

Change of, 204. 

Forms of, 196, 197. 

Position of, 196. 
Advertisement for — 

Articles Lost, 211. 

Articles Found. 212. 

Help, 212. 

Situations, 213. 
Applications, Miscellaneous, 206. 
Bills, 207, 209. 

Forms of, 207, 208. 
Body of Letter, 199. 
Business Letter, 203. 

Form of, 203. 
Capital Letters, Use of, 193, 195. 
Colon, Use of, 193. 
Comma, Use of, 191, 193, 195, 197. 
Conclusion of Letter, 193. 

Forms of, 194. 
Dash, Use of, 193. 
Folding a Letter, 202. 
Forms of — 

Acceptance, 217. 

Address, 196, 197. 

Bills, 207, 209. 

Business Letter, 203. 

Conclusion, 194. 

Familiar Letter, 188. 

Heading, 190. 



Forms of — 

Invitation, 216. 

Receipts, 209. 

Regret, 217. 

Salutation, 192. 

Superscription, 201. 
Heading of Letter, 189. 

Forms of, 190. 

Items in, 189. 
Invitations, 216. 

Forms of, 216. 
Letters Ordering — 

Books, 205. 

Merchandise, 206. 

Periodicals, 204. 
Margin of Letter, 187. 
Paragraphs in Letters, 200. 
Parts of a Letter, 187. 
Period, use of, 191, 195, 197. 
Public Meetings, Notices of, 214. 
Receipts, 209. 

Forms of, 210. 
Receipting Bills, 208. 
Regret, 217. 
Salutation, The, 192. 

Forms of, 192. 

Position of, 193. 
Stamp, 200, 202. 
Superscription, The, 201. 

Forms of, 201. 
Telegraphic Despatches, 215. 
Titles, Use of, 197, 198. 



Press of Rockwell and Churchill, 39 Arch St., Boston. 



English Language and Grammar. 



Practical Lessons in the Use of English. 

By Mary F. Hyde, Teacher of Composition in the State Normal School, 
Albany, N.Y. Book First : $% by "]%. inches. Cloth, x+116 pages. 
Introduction price, 35 cents. Price by mail, 40 cents. Book Second : 
Cloth. 00 + 000 pages. Introduction price, 00 cents. Price by mail, 
00 cents. 

This work consists of Four Parts (in two books). 

Parti I. contains such exercises as are needed by pupils when they 
first begin to write English. It also includes reproduction exercises, 
picture lessons, dictation exercises, choice selections for memorizing, 
practice in letter- writing, and in the most common uses of capital letters 
and of marks of punctuation. Throughout this part exercises are fre- 
quently printed in engraved script, so that the pupil may have before 
him a perfect model for his written work on slate or paper. 

Part II. is for a more advanced grade. Ideas of the uses of the 
parts of speech are developed, and the formation of plurals and of pos- 
sessives is illustrated and applied. Further uses of capital letters and 
of marks of punctuation are taught, and simple exercises in composition 
requiring original thought on the part of the pupil are introduced. 
Short selections are given for study and for memorizing. 

Part III. imparts such a knowledge of technical grammar as is 
essential to a correct use of the language, and leads the pupil to apply 
these necessary principles in various useful exercises. Many selections 
from the best writers are introduced for study, that the pupil may 
become familiar with correct usage, and at the same time form a taste 
for good literature. Much attention is given to words commonly mis- 
used. Lists of words commonly mispronounced are given, and the 
principal uses of capital letters and of marks of punctuation are amply 
illustrated. Exercises in composition are given throughout. 



ENGLISH LANGUAGE. 



Part IV. treats of letter-writing and its related subjects. It includes 
various kinds of business letters, the writing and answering of adver- 
tisements, making out bills, and many kindred exercises pertaining to 
the ordinary business of life. 

Among the distinctive features of Hyde's Practical Lessons 
in the Use of English are the following : — 

i. Every topic introduced for study has a practical bearing upon the 
pupil's own use of English. 

2. A definite fact is presented in each lesson, and the pupil is led to 
apply that fact before taking up another lesson. 

3. The pupil's powers of observation are cultivated at every step. 
He is trained to think clearly and independently. 

4. The study of the selections given aids the pupil in forming a taste 
for good literature. 

5. The Written Exercises afford daily practice in using the knowledge 
acquired, and lead the pupil to form habits of independent work. 

6. The exercises in composition are not exercises in mere sentence- 
making. They are exercises in the expression of thought. The pupil 
is led to think clearly and definitely upon the subject given, and to 
express his thoughts simply and naturally. 

7. Special prominence is given to letter-writing, and to written forms 
relating to the ordinary business of life. 

8. The exercises are carefully graded throughout, and frequent and 
comprehensive reviews are given. 

9. The work will aid teachers as well as pupils. It is so arranged 
that even the inexperienced teacher will have no difficulty in awakening 
an interest in the subjects presented. 

The following, from one of the best teachers of language in the United 
States, is also an intelligent statement of the plan of this book, and of 
a few of the partiadars in which it differs from other books of the same 
class : — 

" The work has a plan. It is not a mass of exercises thrown together 
at random, but a logical arrangement of such matter as is most needed 
by the pupil. 

" The pupil is not confused by having new subjects introduced too 
rapidly. Some definite fact is presented in each lesson ; and the pupil 
is led to apply that fact before taking up a new lesson. 

" Pupils are not required to use words in special constructions until 
they are prepared to use such words intelligently." 



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